6 barriers to critical thinking university of phoenix quiz

Welcome to HUM/115

• Post author By Sanyogeeta Vinod Patil
• Post date January 19, 2022

Critical Thinking in Everyday Life

Course overview.

You probably don’t spend a lot of time thinking about thinking. In this course, you’re going to do a lot of thinking specifically about your thinking. What you learn in this course will influence every aspect, like the course title says, of your everyday life.

Critical thinking skills help you make effective decisions and solve problems.

The study of critical thinking will involve learning about reason, errors and bias, fallacies, and recognizing and evaluating arguments. While that all may sound quite academic, and it is, all of the things you learn about them will directly apply to the practical aspects of critical thinking, decision-making, and solving problems.

Students learn how to think critically, focusing on developing the necessary tools and skills to analyze problems, make decisions, and formulate well‐supported points of view on key academic, social, and professional issues.

Classroom Resource Center  

Student Resources Guide  

Academic Policies & Procedures  

Plagiarism: SafeAssign ®  Instructions 

Center for Writing Excellence  

Career Relevance

Each course outcome is linked to an In-Demand skill. The course outcome and skill are measured though specific assignments in the course.

Course Learning Outcome

Identify common challenges to effective critical thinking.

In-Demand Skill

Decision Making

Workplace Example

You must be able to identify possible solutions, evaluate the impact of the options, and determine the best course of action.

Explain strategies to overcome barriers to effective critical thinking.

Strategic Thinking

You must view opportunities from multiple perspectives and recognize narrow-mindedness and resistance to find original solutions to complex problems.

Apply critical thinking skills in real-world problem solving and decision-making scenarios.

Problem Solving

You must be able to evaluate and construct arguments considering the needs and concerns of people from diverse cultures, religious beliefs, and perspectives to effectively solve problems free from fallacy and reduced bias.

Course Tools

Boss, J. (2021).  THiNK: Critical thinking and logic skills for everyday life  (5th ed.). McGraw-Hill Education.

Course Tools:

This course includes a series of interactive videos designed to expand on the weekly course topics. These videos were created by University of Phoenix and their interactive features are supported by the web-based tool PlayPosit®.

The textbook for this course is hosted in a system called BibliU. You can access the text via the links in Blackboard.

Course Resources

HUM/115 Library Resources  

University of Phoenix Writing & Style Guidelines

Course Notes

Attendance & participation policy.

One of the biggest factors in success is showing up! It is difficult to take advantage of opportunities if you aren’t present. We want you to have every chance for success in your education, so we strongly encourage you to read the   attendance policies  and  Creating a Substantive Post  to take an active role in your educational success.

Faculty Member Feedback

Each week, you will be provided feedback from your instructor (faculty member) on your participation and assignments. The feedback is to help you understand areas of possible improvement and resources you can use to enhance your work. Carefully review your faculty’s feedback to apply it in future assignments.

Overview of Interactive Videos in This Course

This course includes a series of interactive videos designed to expand on the weekly course topics. An expert in critical thinking discusses specific concepts with you to help clarify their meaning, importance, and how they can be applied to your daily life. Completing each video activity is worth points; points are not based on the number of correct answers.

These videos were created by University of Phoenix and their interactive features are supported by the web-based tool PlayPosit ® . Familiarize yourself with the basic functionality of the  PlayPosit video player  to ensure you’re comfortable with their use. 

To access the videos: 

• Click on the interactive video link in each week. 
• Click  Preview  to launch the video and ensure that you earn credit for completion of the video and questions. 

The video content can also be viewed without interactions at any time. 

Summative Assessments

There are summative assessments in Weeks 1, 3, and 5 that require you to use the knowledge and skills you have learned in prior courses, in addition to applying the knowledge and skills you are learning in this course. These assignments also you require you to download documents from Blackboard.

Your faculty member will use rubrics to grade these assessments.

The assessment instructions describe what you must do to complete the assessment. The rubric describes the performance levels. Ask your faculty member any questions you may have about the assessment instructions or the rubrics.

• Preview the summative assessment instructions at the beginning of the week.
• Preview the assessment rubric before you start to work on the assessment.
• Remember, Summative Assessments are worth a high percentage of points, so it’s important that you complete them.

Check Your Work for Plagiarism – SafeAssign®

Your assignment submissions will automatically be checked for plagiarism by SafeAssign, a feature in Blackboard. SafeAssign compares your submission to a database of student work and the internet and then generates an Originality Report that you and your instructor can review. Review the full  SafeAssign instructions  to learn more about this feature. 

Frequently Asked Questions

Why should I take this course?

In an era of misinformation and information overload, the ability to analyze problems, make decisions, and formulate well-supported points of view are essential skills for students and citizens. HUM/115 provides you with the skills and tools needed to think critically in a variety of environments.

This course looks a little different, how can I access the textbook?

You can access the textbook in Blackboard. Just open the “Learning Activities” folder in each week of the course and you will find the links to the reading materials for that week.

There are “Interactive Videos” each week. Do I earn points for watching them?

Yes, you do. However, you must also answer the questions that are presented in the video to earn all the points for these assignments. Keep in mind, there is a question at the end of each video that you must answer in order for your points to be sent to the Blackboard gradebook.

Wait, I missed the last question in the “Interactive Video” can I go back and watch it again if I want to earn more points?

Yes, but you will need to notify your faculty member as your points will not automatically be sent to the Blackboard gradebook after your first attempt.

My schedule gets a little crazy, can I work ahead on assignments?

You can read and work ahead if you want to/are able to. However, there are a couple of things to keep in mind if you want to work ahead on the Summative Assessments. The Summative Assessments build off the concepts learned in prior weeks, so you may not want to start on an assignment before you have fully explored the topic/s covered in the assignment.

It looks like the Week 1 and Week 3 Summative Assessments are about “barriers to critical thinking.” Where can I learn more about those barriers?

The best place to start is in Chapter 1 of the text THiNK: Critical Thinking and Logic Skills for Everyday Life. There is a whole section on barriers to critical thinking. In fact, your faculty member likely prefers that you use the list of barriers in the text as the basis of your assignments.

I’ve had issues in the past with my assignment submissions being blank. What’s going on there and how can I make sure that doesn’t happen in this course?

After you upload the file, leave the assignment area and then go back in and check. If you can see the file, then your faculty member can see the file.

I turned in my assignment, why is the gradebook in Blackboard red?

No worries, all assignments will turn red after the week is completed whether they have been submitted or not.

Where do I see my grades and feedback?

You can view your points and feedback by going to the “Gradebook” link at the top screen in Blackboard. The graded assignments will show as “Graded”. For most assignments (besides the myBook activities which are auto graded), you should see a purple comment bubble which is where you can read the feedback from your faculty member.

Can I complete my work on a tablet or my phone?

You can access Blackboard on your tablet and phone. However, it is best to complete your work using your desktop or laptop computer, especially the Summative Assessments.

• Tags Course Guide , HUM/115

Critical Thinking

Recommended databases.

Have a question or need help?

Popular Journals

Popular Books

• Last Updated: Jun 15, 2023 1:52 PM
• URL: https://library.phoenix.edu/critical_thinking

• QUICK LINKS
• How to enroll
• Career services

HUMDA/115 Critical Thinking in Everyday Life

Course level: Lower Division

Total competency units

Course length

Take this course on its own, or as part of a degree or certificate program.

Take this course on its own, or as part of a degree or certificate program.

Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level:  Undergraduate

Students learn how to think critically, focusing on developing the necessary tools and skills to analyze problems, make decisions, and formulate well-supported points of view on key academic, social, and professional issues.

Earn these career-relevant skills in weeks, not years.

Problem solving, strategic thinking, decision making, why take courses at university of phoenix.

Accreditation that matters

We’ve been  accredited  by the Higher Learning Commission ( hlcommission.org ) for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Transfer-friendly courses

Before you enroll in a course, check with your school of choice to make sure they will accept your transfer credits and to understand any requirements or limitations. Then you can request your transcripts .

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice. If you have a question contact us at (866) 354-1800.

Enrollment Rep. Sarah P.

Start a conversation about your future today.

Speak with an enrollment representative.

Call 844-937-8679  or chat with us 7 days a week.

University of Phoenix reserves the right to modify courses. Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative. If you have a question contact us at (866) 354-1800.

A Workforce Supporting Workforces: 3 Ways Phoenix is Centering Early Childhood

• Share this page on Facebook facebook
• Share this page on Twitter twitter
• Share this page on LinkedIn linkedin

• Annika List
• Economic Opportunity & Workforce Development
• Education and Early Childhood Success

Phoenix, AZ , is a modern city making key investments in computer chip manufacturing and electric and autonomous vehicles. The city has ensured its workforce is ready to fill these high-tech jobs by focusing on another industry that may seem unrelated to the digital world: child care. The City of Phoenix recognized that the early childhood workforce ultimately supports the city’s broader workforce by giving workers the ability to hold jobs without the burdens of child care.

Since 2020, Phoenix has worked with NLC on our Cities Supporting the Early Childhood Workforce initiative . This work has been a catalyst for innovative policies and programs aimed at bolstering the well-being and business acumen of the early childhood workforce – both traditional and nontraditonal – across the city.

A pivotal moment in this journey was the recent gathering convened by the National League of Cities with support from the National Association of Counties Research Foundation, where city, county, and community leaders convened to chart a course for the future of early childhood support. This meeting was not just about dialogue; it was about action. It provided a platform for showcasing initiatives, engaging in collaborative learning, and forging partnerships that transcend traditional boundaries. The following meeting components helped set the stage for identifying actionable strategies:

1. Collaboration Between Departments

Central to the discussion was the need to create synergy across departments aimed at aligning existing policies, programs, and practices to support the early childhood workforce. By leveraging the diverse resources within local government, department leads can establish a cohesive support framework encompassing well-being, business support, and the nontraditional workforce. To achieve this, together with NLC, the City of Phoenix team reviewed departmental visions and missions, seeking alignment opportunities with early childhood initiatives. From there, the city worked to foster an open forum for dialogue and resource sharing. Finally, crafting a compelling case is pivotal in garnering commitment and support for these initiatives, ensuring their success and longevity.

For other cities looking to replicate this process, begin by asking:

• What is your local government structure (i.e., council manager, strong mayor, etc.)? How are laws, regulations, and ordinances passed? What is the budget approval process?
• Where is there common ground? Look for intersections between early childhood and municipal priorities.

2. Prioritizing Community Stakeholder Input

Recognizing the invaluable insights offered by community stakeholders, the meeting emphasized a collaborative approach to problem-solving. Elevating the voices of early childhood stakeholders is essential to identifying challenges, sharing best practices, and fostering meaningful partnerships. To achieve this, it was crucial to identify the various community stakeholders involved in the early childhood workforce space and map out their roles in the early childhood workforce space. From there, identifying common ground among these stakeholders laid the groundwork for cohesive collaboration and progress.

• Identify local government partners supportive of your agenda and how you can/have you engaged them?
• Who are formal and informal influencers outside of government that are driving the agenda?
• What barriers/challenges have you encountered in support of young children, their families, and the early childhood workforce?

3. Thinking Across Levels of Government:

The City of Phoenix joined forces with regional early childhood champions and leaders from Maricopa County to identify opportunities for deepened collaboration between these entities, maximizing resources and impact aimed at improving outcomes for the early childhood workforce in the process. Understanding the distinct roles of various levels of government and pinpointing areas where collaboration could flourish were key focal points. Moreover, leveraging the influence and expertise of local leadership further bolstered this collaborative endeavor, reinforcing the commitment to comprehensive support for the early childhood workforce.

For other cities looking to replicate this process, begin by asking

• What are the opportunities you can leverage within your city’s governance structure and local leadership in support of young children, their families, and the early childhood workforce?
• Where is there already collaboration between the city and other levels of government? Where are the gaps?

The meeting culminated in a surge of enthusiasm and new ideas aimed at transforming the landscape of support for the early childhood workforce in Phoenix. Below are some strategies that are being utilized as Phoenix continues to elevate this critical workforce:

Interdepartmental Collaboration Redefined: Phoenix is breaking down silos within the government by fostering partnerships between unexpected allies. Departments such as Housing, Innovation, and Neighborhood Services are joining forces to address the unique needs of the early childhood workforce. Moving forward, Phoenix is focused on reinforcing buy-in and cultivating opportunities for engagement among city departments, ensuring sustained commitment to collaborative efforts. The next steps, such as establishing regular connection points to maintain momentum and facilitate ongoing dialogue, as well as prioritizing the sharing of data and resources across departments, lay the foundation for informed decision-making and collective action.

Messaging for Impact: Phoenix understands the power of a unified message. By aligning city departments and community partners around a singular narrative, they are amplifying support for the early childhood workforce and celebrating successes. As a next step, Phoenix is thinking about how to create a shared vision and mission internally, ensuring alignment across departments and, alongside that, crafting a unified outward-facing message that resonates with stakeholders and the broader community.

Expanding Professional Development Opportunities: The city recognizes the unique needs of the early childhood workforce and is considering opportunities such as broadening apprenticeship programs to the county level.  Phoenix is committed to continuing to understand the vital role local stakeholders play in supporting the early childhood workforce. This may include breaking down barriers through actions such as establishing shared data and resource platforms to facilitate seamless information exchange. Furthermore, the city aims to actively engage with community stakeholders to assess existing programs, policies, and practices, identifying gaps and opportunities for enhancement to better support the early childhood workforce.

As cities like Phoenix pave the way for equitable support systems for the childcare economy, the importance of local government leadership in supporting the early childhood workforce cannot be overstated. By implementing equitable policies and practices that support caregivers, local governments can ensure their access to resources and recognition necessary for success. This approach fosters an environment where all individuals, including the early childhood workforce, can thrive. This early childhood workforce, whether in formal or informal roles, plays a crucial part in nurturing children’s development, supporting parental employment, and fortifying the workforce.

As a result, local leaders nationwide are embracing investments in these essential caregivers as a central strategy for promoting equity, financial prosperity, and community resilience. By championing collaborative efforts, listening to community stakeholders, and embracing innovative solutions, cities can lay the groundwork for a more resilient, prosperous future for all young children and their families.

Decades in the Making

Learn about Decades in the Making, a new technical assistance initiative called Decades in the Making: Cities Supporting Early Learning and the Child Care Economy. This initiative works with the cities of Boston, MA; Hartford, CT; Jacksonville, FL; and Seattle, WA, who were chosen due to their long-term commitment to and achievement of better health outcomes for their early childhood residents and communities.

About the Author

Annika List is the Senior Specialist, Early Childhood Success, Center for Leadership, Education, Advancement & Development at the National League of Cities.

You may also like:

• Community & Economic Development

Local Indigenous Leaders (LIL) 2024 Summer Meeting

How Local Leaders Can Improve the Quality of Life for All Children Through Nature Access

How Youth Apprenticeship is Improving the Economy in Frederick, Maryland

• McKinzie McGuire

On Your Mind: Ras J. Baraka, Mayor, Newark, New Jersey

• Jammie Albert

Department of Labor Finalizes Overtime Rule, Impacting Municipal Budgets  

• Stephanie Martinez-Ruckman

Decades in the Making: Cities Supporting Early Learning and the Child Care Economy