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Mission College Critical Thinking

Category: Critical thinking

Description

Bard Early Colleges

Our Mission and Philosophy Our Mission

By offering public high school-age students a tuition-free college course of study in the liberal arts and sciences, Bard Early Colleges seek to raise the quality and standards of secondary education and enable students from all backgrounds to succeed in college, at Bard Early College campuses and beyond.

We act on this mission through three core principles:
  • Inspire and prepare high school-age students to become leaders across fields through a rigorous course of study that emphasizes critical thinking, writing, inquiry, and discourse.
  • Increase college access, affordability, and completion for adolescents by allowing them to earn up to two years of tuition-free, transferable Bard College credits and an Associate’s degree.
  • Bridge the gap between high school and college by bringing the key characteristics of liberal arts college classrooms to public school settings.
Our Philosophy

Bard Early Colleges are premised on the belief that intellectually curious high school–age students, irrespective of background, are ready and eager to do serious college work, that their ambition should be taken seriously, and that a liberal arts education can effectively engage them and prepare them to excel as the next generation of leaders.

Students at Bard Early Colleges are encouraged to value learning, question assumptions, engage in reasoned debate, and strengthen their own voices. Students develop robust analytical writing, problem solving, critical thinking, and communication skills and a strong foundation for upper level college classes through discussion-based Socratic seminar classes across the liberal arts and sciences. The rigor and standards of the college courses offered at the Bard Early Colleges are consistent with those across the Bard College network.

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About Cogswell Polytechnical College

Our Mission

Cogswell Polytechnical College's mission is to be a leader in providing practical education in the combined disciplines of technology and entrepreneurship with an emphasis on leadership, and a strong focus on new technologies and business models to prepare graduates for careers in the global economy.

Vision Statement

Cogswell Polytechnical College will be globally renowned for educating entrepreneurial graduates who have learned to employ new technologies and business models to solve important problems and create significant value for society.

Institutional Learning Outcomes (ILOs)
  • ILO1 - Written Communication: Cogswell graduates will be able to write correctly, accurately, and persuasively.
  • ILO2 – Oral Communication: Cogswell graduates will be able to communicate professionally by connecting with their audience through effective oral presentations.
  • ILO3 – Critical Thinking: Cogswell graduates will be able to critically analyze ideas, issues, content and events to formulate conclusions and make decisions individually or collaboratively.
  • ILO4 – Information Literacy: Cogswell graduates will be able to identify, locate, evaluate, and responsibly use information from a range of sources.
  • ILO5 – Quantitative Reasoning: Cogswell graduates will be able to apply quantitative methods to solve a variety of problems.
  • ILO6 – Creative Thinking: Cogswell graduates will be able to combine and synthesize ideas, content and expertise in original and innovative ways.
History of Cogswell Polytechnical College and Founder Dr. Henry D. Cogswell

Dr. Henry Daniel Cogswell, born in Tolland, Connecticut, March 3, 1820, was a man of both vision and distinguished heritage. The Cogswell family was descended from Alfred the Great and Charlemagne and immigrated to America in 1635 from England. Dr. Cogswell cherished his family crest and motto, “Nec Sperno Nec Timeo,” which means, “I neither despise nor fear.” As his ancestors numbered among America’s pioneers, so was Dr. Cogswell’s own life one of pioneering and service.

Henry D. Cogswell had a humble childhood. It was necessary for young Cogswell to go to work at an early age in the New England cotton mills. After a day’s work in the mills, he spent the evening hours reading, writing, and learning arithmetic. Eventually he became a teacher, but after one year, he decided to enter the dental profession. Upon completion of his training at the age of 26, Dr. Cogswell began the practice of dentistry in Providence, Rhode Island.

In 1846, Dr. Cogswell married Caroline E. Richards, daughter of Ruel Richards, a manufacturer in Providence. When gold was discovered in California, Dr. Cogswell followed the pioneering urge he inherited from his ancestors. He left for California by sea and after 152 days aboard the clipper ship “Susan G. Owens” landed in San Francisco on October 12, 1849. Rather than enter the rugged and uncertain business of mining, he practiced dentistry and established a mercantile business in the mining region.

After several successful years of dental practice and real estate investments and buoyed by his ever-present strength of purpose, Dr. Cogswell became one of San Francisco’s first millionaires. Dr. Cogswell was a pioneer in his profession as well. In 1847, he designed the vacuum method of securing dental plates. In 1853, he performed the first dental operation in California using chloroform.

On March 19, 1887, Dr. and Mrs. Cogswell executed a trust deed setting apart real property (valued at approximately one million dollars) to establish and endow Cogswell College. It was, as far as is known, the first school of its kind west of the Mississippi River. The purpose of the College as a charitable trust is well expressed in the words of Dr. Cogswell in his presentation address to the first Board of Trustees, which he and Mrs. Cogswell had selected. It is remarkable that his reference to the immediate need for technical training is as true now as it was at that time. He spoke, in part, as follows:

“Educated working men and women are necessary to solve the great labor problems that will arise in the future. For the purpose of this education, there is room and need for technical schools in all quarters of our country. For the purpose, then, of providing boys and girls of the state a thorough training in mechanical arts and other industries, we have made the grant, as set forth in these papers, providing for the founding and maintaining of Cogswell College.”

The school was opened in August 1888 as a high school with well-equipped departments of technical education for boys and business education for girls. The school operated in this capacity until June 30, 1930, when its status was changed to that of a technical college offering a college-level two-year programs in Engineering Technology, Safety Management and Architecture, granting Associate and Bachelor degrees.

The College has had six campuses during its history. The first building, occupied in 1888, was located in the Mission District in San Francisco, California. When the 1906 earthquake partially destroyed the campus, a new building was built across the street at 26th and Folsom Streets. It was occupied in 1917. In 1974, the College purchased and moved to a location at Stockton and California Streets and converted the interior to classrooms, laboratories, shops and other facilities, including a 200-seat auditorium. The building's original exterior features were preserved. The building was named a San Francisco city landmark in 1984 and placed on the list of Architecturally Significant Structures. In 1985 Cogswell College again relocated, this time to Bubb St. in Cupertino - a city within the Silicon Valley. The previous building became the Ritz Carlton San Francisco. In 1994, the College moved to Bordeaux Drive in Sunnyvale, CA where it remained until 2015 when it moved to its current location in North San Jose.

Critical Thinking - HC USA

The Mission: Critical website includes several quizzes.
Practice Tests - answers are not included, but questions provide critical thinking practice
Final Exams - These tests are college-level and include some math. The keys that are provided do include explanations for the correct answers. Please note that the exams are British and contain British spelling and use the British monetary symbol. Because of the high level of difficulty of these exams, consideration should be given when scoring for a high school student.

Recommended Course of Study:

Complete the Saylor.org course. Read the information provided through the Critical Thinking Handbook and other websites. Complete the Understanding Media course. Finish with any or all of the practice tests or exams. (For a general high school credit, scores from the quizzes at the Mission: Critical site can be averaged for a final grade, in lieu of the college-level final exams, if desired.)

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Mission College Counseling Classes

Mission College Counseling Classes

Couns 000A: Orientation - 0.5 units
This course provides new students with basic information needed to attend college. It includes an orientation to Mission College programs and services; basic skills assessment information; registration procedures; an overview of general education requirements; and educational planning.

Couns 005: Strategies for Success - 3 units
This is a comprehensive course that integrates critical and creative thinking proficiency, personal growth and values, and academic study strategies. This survey course includes a study of the role of education in life, college systems, effective learning strategies, academic survival, career information, awareness of personal development and techniques of interpersonal communication. Emphasis is on the attainment of lifelong success in academic, professional and personal development.

Couns 007/007H: Understanding the Transfer Process - 1 unit
This course provides in-depth information and assistance with the transfer process to 4-year colleges/universities. It is designed to enable students to actively participate in planning their educational and career goals by providing information about the process and requirements of transferring from a community college to a university.

Couns 12: Careers and Lifestyles - 3 units
This course is perfect for the student who is interested in the necessary information to choose a career and get a job. It is also an excellent choice for the student who is still unsure about what major to pick. It includes personality and interest inventories, decision making and goal setting, how to write resumes that work, how to get an interview, and how to get the job.

Couns 12A, C: Careers and Lifestyles - 1 unit eac h
This is the same as Couns 12 but is broken up in 1 unit blocks. The first, 12A through the use of a variety of career assessment inventories, participants will identify interests, abilities, skills, and career alternatives. Couns 12C includes learning the skills necessary to research job opportunities and to interview effectively.

Couns 017: Transfer Success and Life Transitions - 3 units
Through the context of transferring from a community college to a university, this course introduces students to appropriate life skills that can help them achieve greater success in their educational, personal, and professional lives. The course is designed specifically for students interested in successfully navigating the process of transferring to a college or university. Topics include: self-awareness; goal setting; motivation; learning styles; critical thinking; decision making; degree options; university systems and transfer programs; education planning; time management and procrastination; money management and financial aid; effective communication; unique transitional considerations for transfer students; and maintaining a healthy lifestyle.

Couns 023: Becoming a Master Student Athlete – 2 units
In this course student-athletes learn tools for success to be applied in the classroom and in their sport. This survey course includes a study of the roll of education in life, college systems, effective learning strategies, academic survival, career information, and awareness for personal development and techniques of interpersonal communication.

Couns 51A: Personal Growth-Increasing Self-Esteem and Setting Goals - 1.0 unit
This course will help students to increase an awareness of themselves and others, to identify strengths and weaknesses, and to enhance self-esteem. It is designed to increase the ability to function more effectively and to handle personal problems and decisions. It will also help students make and reach goals, clarify values, and improve communication skills.

Couns 055: Valuing Diversity – 3 units
This course is a theoretically based course which examines and explores students’ multicultural awareness, knowledge base and practices and which allows them to develop new skills. The course addresses the complexities of interpersonal relationships among and between several cultures and ethnic groups within our society. Students examine cultural perceptions, while exploring self-concepts, values, beliefs, communication styles, religion, gender, ageism, and lifestyles, in order to promote respect for differences and develop a sense of community.

Couns 145B: Bridge to College - 1.0 unit
This course is designed to provide new students with basic information needed to attend college. It includes an orientation to Mission College programs and services, assessment information, registration procedures, an overview of general education requirements and educational planning. The course is also designed to improve students’ study skills. Time management, note taking, preparation for exams and other study habits and techniques are covered.

View the Counseling Department course information in the college catalog.

Marietta College - Mission

The Mission

Marietta College provides a strong foundation for a lifetime of leadership, critical thinking, and problem solving. We achieve this mission by offering undergraduates a contemporary liberal arts education and graduate students an education grounded in advanced knowledge and professional practice. Intellectual and creative excellence defines the Marietta experience.

Seven Core Values

At the center of a Marietta education are Seven Core Values that form the foundation for all the College does. They are:

MARIETTA COLLEGE reaffirms the liberal arts as foundational in an education of the highest quality. Undergraduates in traditional majors and professional programs take a variety of general education courses in the primary areas of knowledge. This time-tested approach to learning stresses the development of skills such as critical thinking, problem solving, and effective communication, and upholds the value and breadth of our intellectual heritage.

MARIETTA COLLEGE is committed to offering programs of study that prepare undergraduates for challenging careers or admission to well-respected graduate and professional schools. It offers select graduate degrees consistent with the mission of the College and where it has the expertise and resources to meet or exceed baselines of excellence. Both graduate and undergraduate degree programs promote an active engagement with learning and opportunities to apply knowledge to practical experiences.

MARIETTA COLLEGE prepares students to thrive in a diverse society and in a world where social interaction, work, and exchange occur across geographical, cultural, and linguistic boundaries. They learn that economic growth, political stability, human adaptation, and sustainability all rely upon cooperative efforts among the nations and peoples of the world.

MARIETTA COLLEGE maintains its founders emphasis on education "in the various branches of useful knowledge," and we believe that the liberal arts remain the best preparation for any career. Through classroom instruction, the use of technology, independent research, and practical experiences in their chosen fields, as well as through a wide variety of opportunities to lead and serve in collaboration with others, students prepare for productive lives. "A contemporary liberal arts education" means preparation for the world of work and the ability to translate knowledge into effective action.

MARIETTA COLLEGE, primarily a residential college for its undergraduates, is dedicated to the development of the whole student and affirms the interdependence of life inside and outside of the classroom. In this dynamic community, students, faculty, and staff share a commitment to integrity and respect for others and develop our distinctive ethos. Believing that the work of all employees at the College contributes to the students' educational experience, we strive to provide the necessary tools and working environment and promote a commitment to service and self-direction among College employees. Graduates of the College comprise "the long blue line," an alumni community forged in friendships and common experiences.

MARIETTA COLLEGE offers students opportunities to be citizen-leaders both on and off campus and thus to prepare themselves for leadership and responsible citizenship in their professions and their communities. Professional programs convey the ethical standards appropriate to their professions and in other ways prepare students for leadership in their fields.

MARIETTA COLLEGE is part of a historic town and for almost two centuries has served its region through the education, arts, and intellectual enrichment it brings to the surrounding community. Likewise, the students, faculty, and staff of MARIETTA COLLEGE find opportunities for civic engagement and for learning through service on the campus, in the region, and beyond.

In order to provide the students with the tools needed to function effectively in a rapidly changing world, the College offers programs and activities to foster an environment in which students can

  • Address global and multicultural issues
  • Develop a basic understanding of science and technology
  • Investigate different models of social and personal behavior
  • Sharpen the aesthetic sense
  • Enhance their own social and personal development

Marietta College faculty members from all disciplines contribute to this environment by integrating the following into their teaching:

  • Critical thinking and problem solving
  • Oral and written communication
  • Locating, evaluating and using information
  • Historical and philosophical perspectives
  • Ethical issues
  • Leadership
  • Relationships with other disciplines
  • Preparation for life-long learning and professional growth

Through teaching and advising, as well as close personal interaction with students, the faculty provide educational leadership for the campus.

Other campus groups, ranging from Student Life to service organizations, contribute to the richness of a Marietta education by offering experiences to help students grow as individuals and develop effective leadership skills. Leadership as a theme is an essential component of the contemporary liberal arts education offered at Marietta College, providing a bridge between the world of thought and the world of action.

First Year Program

In the student's first year, he or she will enroll in the First Year Seminar and the College Life and Leadership Laboratory. Together, these courses are designed to help the student make the intellectual and social transition from high school and home to life in a residential college. In addition, all students are required to complete (or otherwise earn credit for) English 101, an introductory writing course, and Communication 101, a public speaking course.

Founded in 1835, Marietta College is a private, liberal arts college located in southeast Ohio. Consistently ranked among the top Midwestern schools by U.S. News and World Report. Princeton Review and others, Marietta College's small and diverse student body enjoy opportunities rarely found at other liberal arts schools.

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Last modified: November 02, 2015 215 Fifth Street, Marietta, OH 45750
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