Department of Philosophy

Assessment Plan

 

Mission Statement

The mission of the Department of Philosophy is to provide opportunities for students to reflect in a serious and systematic way about the nature of human life, the problems that beset it, and its place and significance in the larger world.  Reflection on human life ranges from the basic question of what it is to be human, which will include inquiry into reason, historical consciousness, and values, to questions about the reality that impinges upon the human, questions explored, for example, by mathematicians, biologists, and physicists.  The study of philosophy teaches skills that are crucial for every academic area and for nearly any career.  These skills include the ability to understand various kinds of deeply difficult intellectual problems, to interpret texts regarding these problems, to analyze and evaluate arguments contained in the texts, to expose assumptions, and to write and speak with coherence and cogency about complex and intricate issues.  For such reflection on human life, and for acquiring such skills, philosophy students must be introduced to the texts, questions, and methods of inquiry in Philosophy.

 

1. Student Outcomes

A. Students will demonstrate an ability to practice and reflect upon the work of previous philosophers.

            Educational Objectives

i. Students will take two core courses in the History of Philosophy, Phil 3210 Ancient and Medieval Philosophy, and Phil 3230 Modern Philosophy.

                        ii. Students will employ methods of textual interpretation appropriate to the discipline of philosophy.

                        iii. Students will identify influences from earlier philosophers on later philosophers.

 

B. Students will enhance their critical thinking and critical writing skills.

Educational Objectives

                        i.  Students will analyze critically the writings, ideas, thoughts, and theories of philosophers.

                        ii.  Students will express their analyses in cogent and coherent written form.

 

C. Students will become involved in original philosophical research.

Educational Objectives

                        i.  Students will write essays and papers involving original research.

                        ii.  Students will present the results of their research orally before an audience of their peers.

 

2. Types of Assessment

The Department of Philosophy will create student portfolios that may include the following materials:

A. Writing samples:  at least one from one of the History of Philosophy courses (Phil 3210 or 3230) and one from a 4000-level Philosophy course.

--the papers submitted need not have faculty grading comments on them

--the papers will be read by an assessment committee consisting of the        undergraduate adviser and one other member of the department elected for this             purpose, and graded according to a general evaluation rubric (see appendix).

B. Documentation verifying that the student gave an oral research presentation in a class, at a conference, or before an undergraduate philosophy colloquium.

--documentation must include a written report from a faculty member in attendance at the presentation, addressing the content, coherence, and quality of the presentation

C. Student transcript (unofficial), produced by the adviser off SIS

--the assessment committee will review the transcript in order to identify any connections between student success in the Philosophy major and a student’s overall plan of study

 

3. Timeline for Assessment

Students will be encouraged to begin assembling their portfolio as soon as they have taken one of the History of Philosophy (Phil 3210 or 3230) courses.

 

End of Final Spring Semester: full portfolios assembled, including at least 2 research papers, report on oral presentation of research, and (unofficial) transcript

 

Beginning of Fall Semester: The assessment committee will meet to begin evaluating student portfolios

 

Late Fall Semester (before Thanksgiving break): Evaluations will be presented at a departmental meeting, discussed by the full faculty, and archived by the departmental secretary.

 

End of Fall Semester: The assessment committee will produce a final report that will contribute to and department-wide deliberations of curricular and programmatic changes.

 

4. Specific Program/Curricular Changes

Any changes will result only from careful analysis of data, which analysis must identify patterns needed for change.  Change will not be driven by a single year’s set of data.  The Assessment Committee will monitor issues that might need addressing, keep the department informed of potential concerns, and initiate departmental discussion when appropriate.

 

5. Specific Changes to Planning and Reallocation

Again, changes will be proposed only from careful analysis of data that indicates patterns rather than a single year aberration.  Moreover, Philosophy is the sort of major that has standard texts, problems, topics, and issues that vary slowly.

 

6. Assessment Liaisons

John Sarnecki, Chair

Madeline Muntersbjorn (undergrad advisor)

Eric Snider, Department Chair

 

 

EVALUATIVE CRITERIA

 

Ranking

1

3

5

I.                   THESIS AND SUPPORT

 

 

 

 

 

Thesis unclear or absent.  Insufficient or illogical support.

Thesis sufficiently clear.  Acceptable support of it with few lapses or omissions.

Thesis clear and precise.  Full, relevant, logical support of it.

II.                ORGANIZATION AND COHERENCE

 

 

 

 

 

 

No sense or order.  No beginning, middle, or end.  Paragraphs poorly developed and disjointed. No transitions.

Fairly clear order with adequate sense of beginning, middle, and end.  An occasional poorly developed paragraph.  Some transitions.

Clear sense of order with definite beginning middle, and end.  Solidly developed and unified paragraphs.  Consistent and effective transitions.

 

III.             SENTENCE STYLE AND WORD CHOICE

 

 

 

 

 

Sentences awkward, wordy, and unclear.  Word choice frequently inaccurate.

Sentences generally clear and workable.  Occasional problem with awkwardness, wordiness, and cliches.  Word choice generally accurate.

Smooth, readable sentences:  without awkwardness, wordiness, or cliches.  Sensitive and precise work choice.

IV.        RESEARCH

 

 

 

 

No bibliography.  Seems unaware of important secondary literature. Inadequate use of primary sources.

Minimally aware and adequate use made of some important secondary and primary sources. Grasps the rudiments of research.

Highly accomplished at identifying and citing important scholarly literature.  Engages the experts as a beginning expert.