critical thinking and writing scu

The Core Curriculum

A university expresses its most basic values in its Core Curriculum that is part of an undergraduate education required of all students. Santa Clara's Core Curriculum explicitly integrates three traditions of higher education. As a Catholic university, it is rooted in the tradition of pursuing an understanding of God through the free exercise of reason. As a Jesuit university, it promotes a humanistic education that leads toward ethical engagement with the world. As a comprehensive American university committed to liberal education, Santa Clara seeks to prepare its students for intelligent, responsible, and creative citizenship. Reflecting these traditions, the Core Curriculum provides every undergraduate with the common learning that all students need to become leaders of competence, conscience, and compassion.

The distinctiveness of a Santa Clara education emerges in the Core Curriculum, both in its sense of purpose rooted in the University's traditions and in its commitment to a breadth of learning for the 21st century that complements and supports all majors. The Core Curriculum opens students to the study and practice of the arts, humanities, mathematics, technology, natural sciences, and social sciences. It educates students for interdisciplinary understanding and ethically informed participation in civic life.

Opportunities for experiential learning foster the development of compassion and attention to the ways human suffering can be alleviated. Reflecting the University's founding mission, the Core Curriculum includes a disciplined and critical reflection on the religious dimensions of human existence. In addition, because the Core Curriculum continually highlights the critical and compelling questions facing individuals and communities, the Core Curriculum supports students both in making professional career choices and in discerning their larger vocation---their life's purpose in the world.

Learning Goals: What will students learn in the Core Curriculum?

Because a liberal education in the Jesuit tradition is oriented toward particular ends, the Core Curriculum affirms a set of central learning goals. These goals are divided among three broad categories: Knowledge, Habits of Mind and Heart, and Engagement with the World.

To be prepared for well-informed engagement in society, students must comprehend the forces that have shaped the world they have inherited and the ways the world is interpreted and understood. They must also understand how they might transform the world for the better. The Core Curriculum deepens students' knowledge of the ideas and ways of knowing that emerge from the arts, humanities, and natural and social sciences.

Global Cultures: The intertwined development of global ideas, institutions, religions, and cultures, including Western cultures

Arts and Humanities: The production, interpretation, and social influence of the fine and performing arts, history, languages, literatures, philosophy, and religion

Scientific Inquiry: The principles of scientific inquiry and how they are applied in the natural and social sciences

Science and Technology: The formative influences, dynamics, social impacts, and ethical consequences of scientific and technological development

Diversity: Diverse human experiences, identities, and cultures within local and global societies, especially as formed by relations of power and privilege

Civic Life: The roles, rights, and responsibilities of citizens and institutions in societies and in the world

Habits of Mind and Heart

To contribute to a rapidly changing, complex, and interdependent world, students must develop ways of thinking, feeling, and acting that allow them to educate themselves for the rest of their lives with passion and purpose. By attending to the cognitive and affective dimensions of human experience, the Core Curriculum enables students to think more deeply, imagine more freely, and communicate more clearly.

Critical Thinking: The ability to identify, reflect upon, evaluate, integrate, and apply different types of information and knowledge to form independent judgments

Mathematics and Quantitative Reasoning: Analytical and logical thinking and the habit of drawing conclusions based on quantitative information

Complexity: An approach to understanding the world that appreciates ambiguity and nuance as well as clarity and precision

Ethical Reasoning: Drawing on ethical traditions to assess the consequences of individual and institutional decisions

Religious Reflection: Questioning and clarifying beliefs through critical inquiry into faith and the religious dimensions of human existence

Communication: Interacting effectively with different audiences, especially through writing, speech, and a second language

Engagement with the World

To engage with the world in meaningful ways, students need opportunities to explore and refine self-knowledge in relation to others. The Core Curriculum enhances students' understanding of the integrity of their own lives and the dignity inherent in the lives of others, especially the impoverished, suffering, and marginalized.

Perspective: Seeking out the experience of different cultures and people, striving to view the world through their eyes

Collaboration: The capacity to collaborate intellectually and creatively with diverse people

Social Justice: Developing a disciplined sensibility toward the causes of human suffering and misery, and a sense of responsibility for addressing them

Civic Engagement: Addressing major contemporary social issues, including environmental sustainability and peaceful resolution of conflict, by participating actively as an informed citizen of society and the world

Each course in the Core Curriculum addresses at least three of the learning goals listed above. Students have multiple opportunities to encounter, practice, and master each learning goal. In addition, specific learning objectives for each area of the Core Curriculum have been developed by faculty Core Curriculum committees. These learning objectives are associated with particular learning goals and describe the knowledge, skills, and values students will be able to demonstrate after completing the courses in the Core Curriculum. The learning objectives are posted on the Core Curriculum website.

Structure of the Core Curriculum

The structure of the Core features three phases designed to foster developmental learning and curricular coherence. The first phase, Foundations, consists of courses normally taken in the first year, introducing students to the processes and expectations for university-level education:

Critical Thinking & Writing 1 and 2

Cultures & Ideas 1 and 2

Second Language (level required varies by major)

Mathematics

Religion, Theology & Culture 1

This phase helps students begin to set their own goals for learning, preparing them to make thoughtful choices in the Core Curriculum, their majors, and cocurricular activities.

The second phase, Explorations , offers students the opportunity to choose among courses that will expand and deepen their understanding of a broad range of subject areas needed for effective participation in contemporary life as well as satisfy requirements in students' majors. Explorations requirements:

Civic Engagement

Diversity: U.S. Perspectives

Social Science

Natural Science

Science, Technology & Society

Cultures & Ideas 3

Religion, Theology & Culture 2

Religion, Theology & Culture 3

Students in Arts and Sciences and Business satisfy their Core Foundations and Explorations requirements with one course per Core area. Engineering students may satisfy more than one Core requirement with a single course when the course has been approved for both Core areas. Students who double major across schools/colleges must complete the Core requirements for each of their programs.

The third phase, Integrations, consists of these requirements:

Experiential Learning for Social Justice

Advanced Writing

These Core components are often embedded in courses students take to fulfill other requirements. These courses offer students the opportunity to examine the connections between courses in different disciplines, between the classroom and the wider community, and between their coursework and the professions.

Student progress through the Core Curriculum is not strictly sequential, from Foundations through Explorations to Integrations . While some courses (e.g., Critical Thinking & Writing 1 and 2; Cultures & Ideas 1 and 2; and Religion, Theology & Culture 1, 2, and 3) must be taken in sequence, all students have the opportunity to discover other sequences that are best for their individual undergraduate experience while engaging in coursework designed to address the shared set of learning objectives for each component of the Core Curriculum. Furthermore, the Integrations components of the Core Curriculum help students experience requirements not only as individual courses but as related educational activities that help structure and integrate their entire experience of University study.

The Core Curriculum website provides more detailed information about each component of the Core Curriculum, the learning goals and objectives associated with each component, the core policies, and the courses from which students may choose. Students are encouraged to check their degree audit in eCampus regularly to determine their progress in the Core Curriculum and other academic requirements.

The Core Curriculum and the College of Arts and Sciences

Students in the College of Arts and Sciences should consult Chapter 3 for the requirements for their majors. The Undergraduate Core Curriculum is designed to provide both a foundation and supplement to major requirements.

The Core Curriculum and the Leavey School of Business

Leavey School of Business requirements determine how students in the business school satisfy some Undergraduate Core Curriculum requirements---some Core Curriculum requirements are fulfilled with courses that also apply to the Business Core Curriculum. Students in the Leavey School of Business should consult Chapter 4 for a complete list of requirements for their majors and the school. The Core Curriculum website provides additional information.

The Core Curriculum and the School of Engineering

Students in the School of Engineering are allowed more flexibility in their completion of Core requirements. Students in the School of Engineering should consult Chapter 5 for a complete list of requirements for their majors and the school. The Core Curriculum website provides additional information for how engineering students complete their Core requirements.

Transfer Credit and the Core Curriculum

All students must satisfy the following Core requirements at Santa Clara University: Civic Engagement; Science, Technology & Society; Religion, Theology & Culture courses; Advanced Writing; Experiential Learning for Social Justice; and Pathways. For all other Core requirements, it is possible for students to earn credit by taking Advanced Placement (AP) or International Baccalaureate (IB) courses, or by completing college-level courses prior to enrolling at Santa Clara.

Transfer credit earned from courses completed before enrollment at Santa Clara is governed by two sets of rules: one for students admitted as first-year students and another for transfer students.

Students admitted as first-year students must satisfy Critical Thinking & Writing 1 and 2, Cultures & Ideas 1 and 2, and Religion, Theology & Culture 1, 2, and 3 with courses completed at Santa Clara University.

In contrast, students admitted as transfers are encouraged to complete Critical Thinking & Writing 1 and 2, and Cultures & Ideas 1 and 2, before their first quarter at Santa Clara. Information about possible substitutions for Critical Thinking & Writing and Cultures & Ideas courses is available in the Office of the Registrar.

Transfer students who enter the University with fewer than 44 units and incomplete CTW or C&I sequences must take both courses in the Critical Thinking & Writing 1 & 2 sequence and/or in the Cultures & Ideas 1 & 2 sequence. Students matriculating with 44 or more units of transferable college credit, which does not include any AP or IB test credit, and have completed the first course in the sequence, will complete the sequence with an advanced course (either Cultures & Ideas 3 or Advanced Writing, depending on the sequence).

Transfer students who enter the University with fewer than 44 units must take all three Religion, Theology & Culture courses in sequential order. Students matriculating with 44 or more units of transferable college credit, which does not include any AP or IB test credit, must complete two courses from the Religion, Theology & Culture sequence in any order.

Transfer students must declare their Pathways by the end of their third quarter at SCU. Transfer students in the College of Arts and Sciences and Leavey School of Business who matriculate with fewer than 44 units must take four courses (minimum of 16 units) toward the Pathways requirement. Transfer students in the College of Arts and Sciences and Leavey School of Business who matriculate with more than 44 units must take three courses (minimum of 12 units) toward the Pathways requirement. All transfer students in the School of Engineering must take three courses (minimum of 12 units) toward the Pathways requirement. All seniors write an integrative essay to complete their Pathway requirement. More detailed Pathway guidelines are available on the Pathways website .

Transfer credit earned from courses completed after initial enrollment at Santa Clara may not be used to fulfill Core Curriculum requirements.

Students who transfer to Santa Clara University should consult Chapters 7 and 8 of this bulletin, as well as the chapter(s) relevant to their school or college.

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Scholar Commons

Home > STUDENT_SCHOLAR > Pop_culture

Pop Culture Intersections

Submissions from 2023 2023.

Nostalgia's Complicated Role in Contemporary Pop Culture , Ethan Clawsie

Barbie: For Better or Worse , Renee Ho

Submissions from 2022 2022

Popular Culture’s Grip on the LGBTQ Community , Connor Grogan

Finding Your Inner Drag: How Drag Culture Helped Form Freedom of Expression For the LGBTQ Community , Sylvia Zobel de Ayala

Submissions from 2020 2020

Secure Digital Contact Tracing Methods Are Necessary for Slowing Down COVID-19 , Rania Ansari

The Societal Influence of the NBA , Kyle Kawashiri

Behind Social Media: A World of Manipulation and Control , Spencer J. Keenan

Posting about BLM Made it a Movement Pushing for Real Change , Nolan Michaels

Seeking Sales in New Channels: The Effectiveness of Influencer Marketing , Alanna Morgan

Star Wars: From Fantasy Film to Statement Showcase , Erica Pang

Why Playing Video Games is in Your Best Interest , Adan Salazar

Defending K-pop Idols Online: The Fanbase’s Underlying Issue of Ignorance , Grace Gita Tantra

The Fast Fashion Fad , Megan Wu

A World of Luxury , Tanvi Yeccaluri

Submissions from 2019 2019

Effects of American Pop Culture on the political stability of the Arab Spring! , Mina Alsadoon

The Impact of the 90’s-2000’s Boy Bands , Tamia Braggs

The Relationship Between Entrepreneurship, Business and Mental Health , Madison Bregman

The Misconception of College Life: How Popular Media is Making it Worse , Jenna Bucher

Assistance from Alexa: The social and material benefits of the Internet of Things , Sara Bunyard

The Effects of Scrolling: Social Media Takeover , Bianca Mancini

Youtubers Influence of Young People , Matisse Melendres

Influences of Religion in Rap Music , Joey Rubino

Holding the Line: A Dynamic Salary Cap for European Association Football , Kavi Sachania

The Porn Crisis: This Generations Sexual Outlet , Daniela Williams

Video Games and Social Relation , Feiyang Yu

Submissions from 2018 2018

Social Impacts of Popular Culture During the Vietnam War , Chris Ashton

The Effects of Media Coverage on Mass Shootings in the United States , Lisa Chen

Private Equity Success: High Returns in a Risky World , Ross Corey

Streaming Services, Binging, and Cultural Consequences , Sean Flanagan

The Impact of Podcasts in Education , Thomas Goldman

City Backdrop: Television and its Gentrifying Influence on a City's Black Community , Ana Hoshovsky

Social Media and Consumer Culture: Addicted to the Idealized Consumer , James Laeder

Social Media’s Effect on Mental Health: How America’s Youth are More Vulnerable to its Negative Implications , Melissa Magner

Marketing Influences through Strategic Campaigns and Sustainability , Oliver Martin

The Effects of Social Media and Apps on Exercise and Health Habits of Millennial Women , Sarah Mason

The Power of Influence: Traditional Celebrity vs Social Media Influencer , Melody Nouri

The Missing “X” in Ethnic and Cultural Acceptance , Sofia Michelle Sandoval Larco

The Effect of CWS on Adolescent Health , Mitchell Shi

Rap Music as a Positive Influence on Black Youth and American Politics , Natalie Wilson

Submissions from 2016 2016

The Underlying Consequences of Social Media , Hannah Baz

It’s a Match: How Society’s Dependence on Efficient Technology Effects the Ways We Date , Marissa Ceraolo

Partisanship in the Media: A Comprehensive Look at the History and Potential for Bias in News Media , Henry Ferguson

A Seemingly Fatal Attraction Between Sad Souls , Taylor Kay Gustafson

Human computer interaction and data visualization , Olivia Hsieh

Tinder: True Love or a Nightmare? , Anthony Kao

Identity of Pokemon Go Players: How Social Gaming Affects Behavior , Jasmine Quinn

Capitalism and Control: An Examination of Capitalist Trends against Consumers , Sravan Ramaswamy

Twitter and Identity: Living up to the Social Comparison , Mark Ramelb

Influence of Mass Media on Medical Screening, Specifically Breast Cancer Screening , Yashvi Siddhapura

Green Religion: Manipulation Transcending Ideology , Miranda Wittmond

Aggression and Driving: Separating Ourselves From the Games , Jennifer Yin

Submissions from 2015 2015

The Impact of Social Media on Society , Jacob Amedie

The Big Data Debate Today , Bridget Fahey

Morality of Pirating Media , Matthew Holbrook

Online dating technology effects on interpersonal relationships , Anabel Homnack

Corporate Standardized Takeover and Wasted Tax Dollars: The Misappropriation of Technology in Public Schools and the Unfair Burden Placed on Teachers , Rachel Jepsen

Instagram: The Real Stranger Danger , Sarina Kong

Finding Common Ground: Abortion, Television, And The Changing American Culture , Meghan Shain

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Academic Writing: Critical Thinking & Writing

• Academic Writing
• Planning your writing
• Structuring your assignment
• Critical Thinking & Writing
• Building an argument
• Reflective Writing
• Summarising, paraphrasing and quoting

Critical Thinking

One of the most important features of studying at university is the expectation that you will engage in thinking critically about your subject area. 

Critical thinking involves asking meaningful questions concerning the information, ideas, beliefs, and arguments that you will encounter. It requires you to approach your studies with a curious, open mind, discard preconceptions, and interrogate received knowledge and established practices.

Critical thinking is key to successfully expressing your individuality as an independent learner and thinker in an academic context. It is also a valuable life skill. 

Critical thinking enables you to:

• Evaluate information, its validity and significance in a particular context.
• Analyse and interpret evidence and data in response to a line of enquiry.
• Weigh-up alternative explanations and arguments.
• Develop your own evidence-based and well-reasoned arguments.
• Develop well-informed viewpoints.
• Formulate your own independent, justifiable ideas.
• Actively engage with the wider scholarship of your academic community.

Writing Critically

Being able to demonstrate and communicate critical thinking in your written assignments through critical writing is key to achieving academic success. 

Critical writing can be distinguished from descriptive writing which is concerned with conveying information rather than interrogating information. Understanding the difference between these two styles of academic writing and when to use them is important.

The balance between descriptive writing and critical writing will vary depending on the nature of the assignment and the level of your studies. Some level of descriptive writing is generally necessary to support critical writing. More sophisticated criticality is generally required at higher levels of study with less descriptive content. You will continue to develop your critical writing skills as you progress through your course.

Descriptive Writing and Critical Writing

• Descriptive Writing
• Critical Writing
• Examples of Critical Writing

Descriptive writing demonstrates the knowledge you have of a subject, and your knowledge of what other people say about that subject.  Descriptive writing often responds to questions framed as ‘what’ , ‘where’ , ‘who’ and ‘when’ .

Descriptive writing might include the following:

• Description of what something is or what it is about (an account, facts, observable features, details): a topic, problem, situation, or context of the subject under discussion.
• Description of where it takes place (setting and context), who is involved and when it occurs. 
• Re-statement or summary of what others say about the topic.
• Background facts and information for a discussion.

Description usually comes before critical content so that the reader can understand the topic you are critically engaging with.

Critical writing requires you to apply interpretation, analysis, and evaluation to the descriptions you have provided. Critical writing often responds to questions framed as ‘how’ or ‘why’ . Often, critical writing will require you to build an argument which is supported by evidence. 

Some indicators of critical writing are:

• Investigation of positive and negative perspectives on ideas
• Supporting ideas and arguments with evidence, which might include authoritative sources, data, statistics, research, theories, and quotations
• Balanced, unbiased appraisal of arguments and counterarguments/alternative viewpoints
• Honest recognition of the limitations of an argument and supporting evidence
• Plausible, rational, convincing, and well-reasoned conclusions 

Critical writing might include the following:

• Applying an idea or theory to different situations or relate theory to practice. Does the idea work/not work in practice? Is there a factor that makes it work/not work? For example: 'Smith's (2008) theory on teamwork is effective in the workplace because it allows a diverse group of people with different skills to work effectively'.
• Justifying why a process or policy exists. For example: 'It was necessary for the nurse to check the patient's handover notes because...'
• Proposing an alternative approach to view and act on situations. For example: 'By adopting a Freirian approach, we could view the student as a collaborator in our teaching and learning'. Or: 'If we had followed the NMC guidelines we could have made the patient feel calm and relaxed during the consultation'.
• Discussion of the strengths and weaknesses of an idea/theory/policy. Why does this idea/theory/policy work? Or why does this idea not work? For example: 'Although Smith's (2008) theory on teamwork is useful for large teams, there are challenges in applying this theory to teams who work remotely'. 
• Discussion of how the idea links to other ideas in the field (synthesis). For example: 'the user experience of parks can be greatly enhanced by examining Donnelly's (2009) customer service model used in retail’.
• Discussion of how the idea compares and contrasts with other ideas/theories. For example: ‘The approach advocated by the NMC differs in comparison because of factor A and factor C’.
• Discussion of the ‘’up-to-datedness” and relevance of an idea/theory/policy (its currency). For example: 'although this approach was successful in supporting the local community, Smith's model does not accommodate the needs of a modern global economy'. 
• Evaluating an idea/theory/policy by providing evidence-informed judgment. For example: 'Therefore, May's delivery model should be discontinued as it has created significant issues for both customers and staff (Ransom, 2018)'.
• Creating new perspectives or arguments based on knowledge. For example: 'to create strong and efficient buildings, we will look to the designs provided by nature. The designs of the Sydney Opera House are based on the segments of an orange (Cook, 2019)'. 

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Academic Literacy Is More Than Language, It's About Critical Thinking and Analysis - Universities Should Do More to Teach These Skills [analysis]

M aking the adjustment from school to university is no easy task. For instance, there's a big difference between writing a high school essay and crafting an academic paper which meets university standards.

In the decades since formal apartheid ended, South Africa's universities have become increasingly accessible to students from different socioeconomic, schooling and linguistic backgrounds. But many of these students do not have the language or literacy skills to succeed at university level.

When I talk about "language", I don't mean that their level of fluency in English is the problem. In my long experience as a researcher and practitioner in the field of academic literacy, I have seen time and again that not only non-native English speakers struggle to transition from school to university. Many students, no matter what language they speak, lack the skills of critical thinking, analysis and logical reasoning.

Academic literacy is a mode of reasoning that aims to develop university students into deep thinkers, critical readers and writers. Many universities in South Africa offer academic literacy programmes to support struggling undergraduates. On paper, these programmes are an opportunity for students to read and analyse different academic texts. Ideally they should provide students with the academic tools to cope in an ever-changing university landscape and the broader South African economy.

But, as my research and that of other academic literacy practitioners shows , many South African universities' academic literacy programmes are still promoting what researchers in this field call a " deficit model ". Here, lecturers assume that academic literacy is about teaching generic skills that can be transferred across disciplines. These skills include note-taking, structuring an academic essay and constructing sentences and paragraphs. There's also a big focus on the rules of English grammar.

While these are all useful skills, academic literacy is about so much more.

This approach does not equip students with skills that can transform their minds : critical and logical reasoning, argumentation, conceptual and analytical thinking, and problem solving.

Without these skills, undergraduate students come to believe, for instance, that disciplinary knowledge is factual and truthful and cannot be challenged. They don't learn how to critically assess and even challenge knowledge. Or they only see certain forms of knowledge as valid and scientific. In addition, they believe that some (mainly African) languages can never be used for research, teaching and learning. Pragmatically, they also don't develop the confidence to notice their own errors, attempt to address them or seek help.

I would like to share some suggestions on how to produce university graduates who can think critically.

The deficit model

Why does the deficit model still prevail in South African universities? Research ( including mine ) offers some clues.

First, academic literacy still suffers from confusion around the definition. Not everyone in higher education agrees on what it is. So, disciplinary experts and some academic literacy practitioners misrepresent it as English language support. They assume that reading and writing in English with grammatical correctness is more important than critical thinking and argumentation.

They assume that a semester or year-long academic literacy course can "fix" students who lack these basic English skills. This approach tends to target and stigmatise people whose home language isn't English, most often Black South Africans, Afrikaans speakers and students from other parts of Africa.

Another issue is that some academic literacy lecturers are not familiar with or are unconcerned about new research. They don't follow national or global scholarly debates about the discipline. That means their teaching isn't grounded in research or in new theoretical shifts.

Moreover, academic literacy practitioners and disciplinary experts do not always work together to develop the courses. This entrenches misleading views about the field, and it means academic literacy lecturers are not always aware of what's expected in different disciplines.

Doing things differently

These problems can be overcome.

Academic literacy programmes at South African universities should focus on providing students with empowering academic literacy skills that can transform their minds.

The starting point is to understand that academic literacy is a cognitive process. It helps students to think, read and write critically.

For this to happen, disciplinary boundaries and hierarchies must be disrupted. Academic literacy programmes should be designed collaboratively with disciplinary experts . This will guarantee contextual relevance. Academic literacy departments or units need to be staffed by academics who keep abreast of new research in the field. They should be familiar especially with research that focuses on the South African context.

Pineteh Angu , Associate professor, University of Pretoria

ENGL 2A: Critical Thinking and Writing (Negus)

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