Goals, Objectives and Assessment
Outcomes for PHIL 2100
Outcomes for PHIL 2110
Outcomes for PHIL 2120
Contribution to UWG's Bread and Butter Goals
Contribution to UWG's Mission Goals
It is the purpose of the Philosophy program to expose students to the distinctive ways in which different philosophical traditions have examined the basic issues of life. Our aim is not only to examine these diverse philosophies, but to teach students a unique method of inquiry that has at its basis the belief that confronting deep-seated convictions, prejudices and beliefs is worth thorough scrutinization. It is our goal to help students focus on the meaning of an idea, its basis, coherence, and relation to other ideas; to understand the role of premises and inference in ordinary discourse as well as in philosophical argumentation; to recognize and define different world views; and to comprehend the history of philosophy in particular. In the process, we strive to teach students general problem solving skills and critical thinking skills, help them develop communicative, analytical and persuasive skills, and sharpen their writing and synthesizing skills. All of this is done to enhance the lives of our students and to prepare them for success in academic and workplace environments.
Philosophy Program Goals, Objectives and Assessment
Goal 1: Provide high quality curriculum that emphasizes disciplinary rigor and ensures the transmission of a unique method of inquiry.
· To advise students rigorously to ensure appropriate selection of courses
· To maintain class sizes that allow for quality faculty-student interactions
· To review the curriculum on an annual basis for a reconsideration of courses which best reflect the appropriate method of inquiry
· To participate in university and college activities that enhance opportunities for high quality curriculum
· Students are assigned an advisor at declaration of major. Advising records of all majors are on file in adviser’s office.
· Records of class size on a semester-by-semester basis are on file in program office.
· Catalog changes that reflect curriculum development are on file in program office.
· All faculty participate in special initiatives, including the Advanced Academy, the Honors Program, XIDS program, and Learning Communities. Records of these initiatives are found in faculty annual evaluations and are on file in program office.
Goal 2: To provide high quality instruction that promotes the development of effectiveness in communication, critical and independent thinking, problem solving, and the use of technology.
· To require extensive writing in courses that enhances disciplinary rigor
· To require oral presentations in courses offered in the program
· To require critical thinking exercises in courses offered in the program
· To incorporate the use of technology in courses offered in the program
· To evaluate students through methods that require critical thinking and writing skills
· Course outlines are on file in program office and indicate the following:
Critical thinking exercises
Quantitative and qualitative research paper assignments
· All faculty are WAC certified.
Goal 3: To promote student research, scholarship, and creative endeavors which enhance an understanding of philosophical argumentation and prepare our students for success in the academic and workplace environments.
· To involve students in faculty research and publication projects
· To assist students with individual research projects
· To encourage students to participate in professional meetings
· To encourage students to participate in professional activities
· To encourage students to participate in scholarly competitions
· To enhance students’ participation in community service activities
· Number of students included in faculty research and publication projects
· Number of students being assisted by faculty with independent research projects
· Number of students participating in professional meetings
· Number of students participating in ARCH and Meeting of the Minds
· Number of students receiving research awards
· Number of students participating in community service activities
Goal 4: To enhance faculty research, scholarship, and creative endeavors which enhance professional development and contribute to quality instruction.
· To strengthen faculty members’ scholarly activities
· To strengthen faculty members’ ability to obtain internal and external funding for creative activities
· To support faculty participation in professional meetings
· Records of faculty members’ publications and presentations
· Records of faculty members’ application for funding
· Records of faculty members’ receiving funding
Goal 5: To reaffirm the equal dignity of each person by valuing cultural, ethnic, racial, and gender diversity.
· To review curriculum to design courses which reflect issues of diversity
· To encourage all students to participate in program initiatives
· Number of courses reflecting issues of diversity
· Number of minority faculty
· Number of minority students
Philosophy Program Curriculum Learning Outcomes
Every graduate of the Philosophy program will be able to:
· Discuss the general historical development of the discipline of philosophy;
· Discuss three major historical figures of philosophy;
· Ask philosophical questions and differentiate their types;
· Incorporate a philosophical position in oral and written communications;
· Critically outline and analyze a philosophical question.
Curriculum Learning Outcomes for Philosophy 2100
By the end of the semester, every student will be able to:
· Understand the distinctions among epistemology, metaphysics, and ethics as comprising basic branches of the discipline;
· Recognize how philosophical inquiry applies to ‘real-world’ circumstances and to individual reflection on the meaning of life;
· Become conversant with the history of Western philosophy in particular, including such significant developments as idealism, rationalism, pragmatism, and existentialism;
· Recognize and define different world views, adopting a reasonably viable one and justifying it in a philosophically informed way;
· Demonstrate the ability to discuss in both oral and written discourse the philosophical issues explored in the course.
Curriculum Learning Outcomes for Philosophy 2110
By the end of the semester, each student will be able to:
· Develop and demonstrate the ability to recognize logical consistency, following deductive as well as inductive patterns, in both oral and written discourse;
· Develop and demonstrate the ability to separate fact from mere opinion in a variety of argumentative contexts;
· Develop and demonstrate the ability to follow logically valid conclusions from raw data;
· Develop and demonstrate the ability to organize evidence and arguments in a persuasive manner, both orally and in writing;
· Acquire skills in problem-solving strategies, specifically in the adaptation of oral and written communication to specific audiences and for specific purposes.
Curriculum Learning Outcomes for Philosophy 2120
By the end of the semester, every student will be able to:
· Recognize and apply basic patterns of logical reasoning within ethical contexts;
· Describe selected theories within meta-ethics and normative ethics, as well as selected arguments for and against those theories;
· Describe positions and facts relevant to selected issues within applied ethics (such as abortion, human cloning and homosexuality);
· Summarize the contributions of historically important figures (such as J. S. Mill and Immanuel Kant) to ethical thought;
· Discuss in both oral and written discourse the ethical theories and issues explored in the course.
Philosophy Program’s Contribution to UWG’s Bread and Butter Goals:
Contributions to Enrollment Management include:
· Participation in University recruitment efforts
· Participation in advising activities sponsored by the Excel Center
· Actively mentoring students in the program
· Active and thorough advising of students in the program
Contributions to Academic Programs include:
· A contribution of courses to the General Core
· A major program that is mission-driven
· An allocation of resources for the improvement of the program
· An annual revision of the major and minor programs
· Faculty-directed student research and professional activities
Contributions to Student, Faculty, and Staff Morale include:
· A clearly developed faculty workload, promotion, and tenure policies
· A system of faculty governance
Contributions to Information Technology include:
· Inclusion of technology into courses to enhance student learning
Philosophy Program’s Contribution to UWG’s Mission Goals:
Faculty-Directed Student Research And Professional Activities
The Philosophy faculty have sponsored several students who presented their scholarly work at local, state, regional, and national meetings.
The Honors College And The Advanced Academy
Faculty within the Philosophy program offer honors courses at both the lower and upper division level. Most notably is Phil 2110: Critical Thinking that has been taught since the inception of the Honors College. Too, the faculty have taught Phil 2100: Introduction to Philosophy and have recently proposed to offer upper level special seminars, including Asian Philosophy and Philosophy Through Film.
The First-Year Program
The Philosophy faculty have been, and continue to be, actively involved in the Excel Center. Members of the philosophy faculty have offered WGC 101: Freshman Seminar, given presentations on critical thinking skills every semester for the past two years, actively advised students, and participated in summer orientations.
Technology Across The Curriculum
The Philosophy faculty continue to incorporate technology into many courses taught within the program.
Philosophy Program Assessment: Program Highlights
During the academic year 2002-2003,
· There was yet another increase in students declaring Philosophy as their major. Total number of majors: 26.
· There was yet another increase in students declaring Philosophy and Religion as their minor area of study. Total number of minors: 18
· There was a restructuring of the degree program in an effort to better reflect both challenges to and changes in our field of study. For example, Asian Philosophy and Senior Seminar have been added to Ancient and Medieval Philosophy and Modern Philosophy as part of the required courses for a student majoring in Philosophy.
· There was a restructuring of the minor in religion in an effort to better reflect both challenges to and changes in our field of study. For example, the creation of new courses, such as Religious Texts (once Biblical Studies and Christian Theology) and Hermeneutics (once Biblical Hermeneutics) has resulted in a more diverse area of study.
· The faculty reviewed all courses to reconsider both content and level of study. Some existing courses were re-sequenced to better reflect a progressive form of study.
· All majors were assigned an academic advisor immediately following the declaration of the major.
· Six of our students were included in faculty research projects; 12 were included in professional activities.
· One-half of our faculty taught in the Honors College.
· Our faculty of four published five peer-reviewed articles and made 15 professional presentations. Two faculty members continue to hold offices in professional organizations.
Example of how our department used the assessment of goals and outcomes to change/improve the process:
The evaluative tools used during these assessments were both many and varied. For example:
Improvement/Changes as a Result of Assessment
Perhaps most notable was the creation of our Senior Seminar and the policy that all graduating seniors must complete a portfolio in her/his final semester that includes an advising sheet, letters of recommendation, written work, an intellectual biography, and an exit survey
This page last updated 5/11/2009.