Teaching Portfolio



Teaching PortfolioJoshua MuggIndiana University KokomoTable of Contents TOC \o "1-3" \h \z \u Statement of Teaching Philosophy PAGEREF _Toc490467480 \h 2Summary of Teaching Experience and Recognition PAGEREF _Toc490467481 \h 4Course Evaluations PAGEREF _Toc490467482 \h 8Summer 2017 PAGEREF _Toc490467483 \h 8Overview Course Evaluations: Indiana University Kokomo Summer 2017 PAGEREF _Toc490467484 \h 8All Quantitative Feedback PAGEREF _Toc490467485 \h 11All Qualitative Feedback PAGEREF _Toc490467486 \h 14Spring 2017 PAGEREF _Toc490467487 \h 15Overview Upper-Level Course Evaluations: Indiana University Kokomo Spring 2017 PAGEREF _Toc490467488 \h 17All Quantitative Feedback PAGEREF _Toc490467489 \h 20All Qualitative Feedback PAGEREF _Toc490467490 \h 22Overview Lower-Level Course Evaluations: Indiana University Kokomo Spring 2017 PAGEREF _Toc490467491 \h 24All Quantitative Feedback PAGEREF _Toc490467492 \h 27All Qualitative Feedback PAGEREF _Toc490467493 \h 29Fall 2016 PAGEREF _Toc490467494 \h 31Overview Upper-Level Course Evaluations: Indiana University Kokomo Fall 2016 PAGEREF _Toc490467495 \h 31All Quantitative Feedback PAGEREF _Toc490467496 \h 34All Qualitative Feedback PAGEREF _Toc490467497 \h 38Overview Lower-Level Course Evaluations: Indiana University Kokomo Fall 2016 PAGEREF _Toc490467498 \h 39All Quantitative Feedback PAGEREF _Toc490467499 \h 42All Qualitative Feedback PAGEREF _Toc490467500 \h 46Summer 2016 PAGEREF _Toc490467501 \h 49Overview Lower-Level Course Evaluations: Indiana University Kokomo Summer 2016 PAGEREF _Toc490467502 \h 49All Quantitative Feedback PAGEREF _Toc490467503 \h 52All Qualitative Feedback PAGEREF _Toc490467504 \h 56Spring 2016 PAGEREF _Toc490467505 \h 57Overview Upper-Level Course Evaluations: Indiana University Kokomo Spring 2016 PAGEREF _Toc490467506 \h 57All Quantitative Feedback PAGEREF _Toc490467507 \h 60All Qualitative Feedback PAGEREF _Toc490467508 \h 64Overview Lower-Level Live Course Evaluations: Indiana University Kokomo Spring 2016 PAGEREF _Toc490467509 \h 65All Quantitative Feedback PAGEREF _Toc490467510 \h 68All Qualitative Feedback PAGEREF _Toc490467511 \h 70Overview Lower-Level Online Course Evaluations: Indiana University Kokomo Spring 2016 PAGEREF _Toc490467512 \h 71All Quantitative Feedback PAGEREF _Toc490467513 \h 73All Qualitative Feedback PAGEREF _Toc490467514 \h 74Fall 2015 PAGEREF _Toc490467515 \h 75Overview Course Evaluations: Indiana University Kokomo Fall 2015 PAGEREF _Toc490467516 \h 75All Quantitative Feedback PAGEREF _Toc490467517 \h 78All Qualitative Feedback PAGEREF _Toc490467518 \h 86Fall 2014 PAGEREF _Toc490467519 \h 90Course Evaluations as a Course Instructor at York University Fall 2014 PAGEREF _Toc490467520 \h 90Fall 2013 PAGEREF _Toc490467521 \h 92Course Evaluations as a Course Instructor at George Brown College Fall 2013 PAGEREF _Toc490467522 \h 92Fall 2013-Summer 2014 PAGEREF _Toc490467523 \h 94Course Evaluations as a Course Instructor at Houghton College 2013-2014 PAGEREF _Toc490467524 \h 94Sample Syllabi PAGEREF _Toc490467525 \h 96Introduction to Philosophy PAGEREF _Toc490467526 \h 96Introduction to Ethics PAGEREF _Toc490467527 \h 101Critical Thinking PAGEREF _Toc490467528 \h 103Introduction to Philosophy of Mind (Third year level) PAGEREF _Toc490467529 \h 107Philosophy of Science (Third Year Level) PAGEREF _Toc490467530 \h 110Problems in Ethics: Racism (Third Year Level) PAGEREF _Toc490467531 \h 113Statement of Teaching PhilosophyI began studying philosophy because I wanted to evaluate my most fundamental assumptions—to look beyond what I was already learning in history and religion. As a teacher, I impart methods of examining these assumptions in three ways: first, I teach students to read texts critically—to pick out the relevant premises leading to an overall conclusion; second, I teach students how to engage in clear, creative, respectful argumentation; finally, I help students understand the many positions, puzzles, and problems within philosophy. My students often read merely to absorb information, but for students to read philosophy properly, they must be ready to engage with the material. To teach active reading, my students complete summaries and critical evaluations of their readings, to which I give a liberal amount of feedback. In larger classes I use rubrics to accomplish this. These summaries require that students put the author’s argument in their own words, and identify weak premises, invalid steps, or possible objections.In order to improve my students’ arguments and thinking, I teach them to write clearly. In my students’ commentaries and papers, I require an objection and reply section. Not only must students argue for (or summarize) a position, they must think of how someone who disagrees with them might reply. Furthermore, I teach writing as a process. I pair students and require them to comment on each other’s work. In so doing, students must write their papers well in advance of the due date, and this teaches them how to revise and edit. In all my courses, I allow my students to resubmit any paper (except the final paper in upper-level courses) after incorporating and responding to my comments. I am committed to helping students learn from their mistakes, and this is just one of three methods I have used to turn assessment into another opportunity for learning. I have presented the theoretical background of pedagogy as modeling and correction (coming from Michael Polanyi) and its practice, and I was recently nominated for a Faculty Academy on Excellence in Teaching Award for my methods on using correction for pedagogy.In order to properly engage their own beliefs, students must also begin to understand the breadth of philosophy – the puzzles they have never encountered and the questions they have not yet thought to ask. I begin with a series of questions, problems, and empirical data. For example, I tie personal identity to ethical considerations surrounding end of life issues and metaphysical questions about AI. Once students are gripped by a problem, they are motivated to learn proposed solutions and determine if any of those solutions work.When explaining complex philosophical concepts, I use comical examples from my own life, student life, or pop culture. I explain validity and soundness using clips from movies such as Thank You for Smoking. In my business ethics class, I show students a sketch comedy clip by Mitchell and Webb titled “The Old Lady Job Justification Hearings” to encourage students to think about the ethical justification of their work. In my time at Indiana University Kokomo, I have benefited from training at our Center for Teaching and Learning and have consequently incorporated more student-centered teaching and experiential learning into my classes. I have also learned how to align my course objectives with assignments, and now highlight which course assignments fulfill which course objective in my syllabi (see Introduction to Philosophy syllabus below). I am also engaged in scholarship of teaching and learning by providing three methods to help students learn from their mistakes. This project was nominated for an award from the Faculty Academy on Excellence in Teaching. Finally, I was recently awarded the Trustee’s Teaching Award at Indiana University Kokomo. I have provided unabridged course evaluations. I have been working to connect philosophy outside the university setting as well. In Summer 2017, I attended the Institute for the Advancement of Philosophy for Children’s Summer Workshop, where I received training in facilitating philosophical dialogue for children. In Fall 2017, I am teaching a practical course on Philosophy for Children, focusing on teaching students how to lead a philosophical dialogue. Most importantly, my students will be working with children in a local elementary school engaging children in philosophical inquiry. I have already lead a pilot in this program, which showed great promise, and I would be happy to continue connecting philosophy in the academy with philosophy in the local schools at other universities. While teaching at a small liberal arts college and large universities, I have encountered students from a variety of backgrounds. I have taught students from different cultural, religious, and economic backgrounds, as well as academically gifted, challenged, and non-traditional students. I have taught large, small, and online courses. I have taught in a program specifically designed for adult students. I create a space in which we can all have a conversation and search for truth, regardless of background, by requiring that we all support our claims with arguments. I use a set of rules for discussion to make sure this happens (see my syllabi ‘Ethics and Engagement’ section).I have had great success in attracting student to philosophy using these methods. First, as the only full-time philosopher at Indiana University Kokomo, I have increased our minor from 10 to 35 students. In addition, one of my students won the ‘Best Presentation Award’ at our Undergraduate Research Symposium in Spring 2016, and two students presented revised versions of their papers in 2017. My teaching expertise is broad, centering on philosophy of mind, metaphysics, epistemology, logic, philosophy of science (especially psychology), philosophy of religion, critical thinking, and ethics. I have developed and taught online courses and have used Blackboard, Moodle, and Canvas. Summary of Teaching Experience and RecognitionHonors, Awards, and TrainingTrustee’s Teaching Award at Indiana University Kokomo, 2017 ($2,500)Participant in the Institute for the Advancement of Philosophy for Children’s Resident Summer Workshop, August 5-12, 2017Finalist for Faculty Academy on Excellence in Teaching (FACET) Academy Award in ‘Learning how to Learn’ Category, 2017Nominated and Accepted to Indiana University’s Student Success Academy, 2017Chosen as a Faculty Ambassador for New Students and Student Success, Indiana University Kokomo, 2017Public PhilosophyHumanities Camp for Middle-School Children at Indiana University Kokomo, June 2018In collaboration with Howard County Public Library and Prof. Joe Keener (English)Humanities Super Saturday, April 2018In collaboration with Howard County Public Library and Prof. Joe Keener (English)Philosophy for Children at Elwood Haynes Elementary School, Fall 2016Philosophy for Children Pilot at Elwood Haynes and Bon Aire Elementary Schools, Spring 2017Scholarship of Teaching and Learning‘How to Teach Controversial Topics in the Classroom’Scholarship of Teaching and Learning Panel Discussion, September 2017Commentary on ‘A Small-World Look at Dual-Process Theory’ by Chris Viger (Western University)Canadian Philosophical Association, May 2017‘Critical Reading and Argumentation’Writing Across the Disciplines, September 2016‘Trigger Warnings?’ Scholarship of Teaching and Learning Panel Discussion, September 2016Mentorship and Student ProjectsMatthew Floyd. ‘Connecting Philosophy of Mind with Informatics.’ Summer 2017-Fall 2017.Whitney Hicks. ‘Accumulation of Science.’ Winner of Best Presentation Award. Indiana University Kokomo Undergraduate Research Symposium. [Paper revised from Philosophy of Science]. Spring 2016. Jennifer Cochran. ‘The Nature of God’s Temporality.’ Indiana University Kokomo Undergraduate Research Symposium. [Paper revised from Philosophy of Religion]. Spring 2017.Jacob Castleberry. ‘The Minimum Attributes Necessary for God.’ Indiana University Kokomo Undergraduate Research Symposium. [Paper revised from Philosophy of Religion]. Spring 2017.Derek Fields. Discussion Leader on Racism in Police. Noblesville Police Department. [Discussion on material from Problems in Ethics: Racism]. Spring 2017.Stacey Tice, Whitney Hicks, and Derek Fields. Philosophy for Children. [Philosophical activities with 3rd and 4th Graders in the Kokomo School District]. Spring 2017.Matthew Floyd. Simultaneous Contradictory Belief and Rationality Experiment. Summer 2017.Marisa Mullett. MA Thesis Committee Member. ‘Gender, Power, and Rebellion: The Transformation of Female Characters within Dystopic Fiction.’ Indiana University Kokomo, 2015-PresentSummary of Teaching Experience (Continued)Course InstructorPhilosophy for Children: Students are trained in the Lipman-Sharp approach to community of philosophical inquiry/Philosophy for Children. All students will facilitate philosophical discussions in a local school. (Indiana University Kokomo, Fall 2017)Topics in Theories of Knowledge: An introduction to contemporary epistemology. Topics include: skepticism, defining knowledge, defining justification, virtue epistemology, and naturalized epistemology. (Indiana University Kokomo, Fall 2017)Philosophy of Religion: A topical course coving classic arguments for and against God’s existence. In addition to traditional topics, I include a section on the cognitive science of religion. (Indiana University Kokomo, Spring 2017)Social & Political Philosophy: An historical overview, focusing on a systematic reading of Plato’s Republic. Additional readings include selections from Aristotle, Locke, Hobbes, Marx, Rawls, Nozick. (Indiana University Kokomo, Spring 2017)Metaphysics: A topical course on contemporary metaphysics. We cover the nature of properties, substance versus buddle theory of particulars, time, causality, and free will. (Indiana University Kokomo, Fall 2016)Problems of Ethics: Racism: This course is divided into three parts: 1) two weeks of normative theory, 2) six weeks on critical race theory (two books, one by Appiah, one by Mills), and 3) six weeks on contemporary psychological work on implicit racism (readings from Saul and Brownstein). (Indiana University Kokomo, Fall 2016)Philosophy of Science: A topical course on contemporary philosophy of science. We examine logical positivism, verificationsim, empiricism, the Quine-Duhem thesis, testability, falsification, and the structure of change in science. (Indiana University Kokomo, Spring 2016).Introduction to Philosophy of Mind: An introduction to metaphysical theories about the relationship between the mind and body. We examine Descartes’ mind-body dualism as well as 20th century theories including: behaviorism, the identity theory, machine and causal functionalism, instrumentalism, eliminativism, and emergentism. (York University, Fall 2014; Indiana University Kokomo, Spring 2016).Introduction to Philosophy: A topical introduction to philosophy from both classical and contemporary readings covering logic, metaphysics, epistemology, philosophy of mind, philosophy of religion, and normative theory. (George Brown College, Fall 2013; Indiana University Kokomo, Fall 2015 (two sections), Spring 2016, Summer 2016, Fall 2016 (two sections), Spring 2017 (two sections)).Introduction to Philosophy Online: A newly developed online version of my Introduction to Philosophy. (Indiana University Kokomo, Spring 2016).Introduction to Ethics: A topical introduction to ethics, focusing on meta-ethics, normative ethics, and moral psychology. (Indiana University Kokomo, Fall 2015 (two sections)).Introduction to Ethics Online: A topical introduction to ethics, focusing on normative and applied ethics. (Indiana University Kokomo, Summer 2017).Critical Thinking: An introduction to deductive and inductive reasoning in natural language, focusing on argument identification, valid forms of inference, and formal and informal fallacies. (George Brown College, Fall 2013; Indiana University Kokomo, Summer 2016).Summary of Teaching Experience (Continued)Course Instructor (Continued)Critical Thinking Online: An introduction to argumentation, focusing on identifying arguments in texts and formal and informal fallacies. (Indiana University Kokomo, Summer 2017).Personal and Professional Ethics: This course teaches students the basics of normative theory and then focuses on the application of these norms in a business and consumer setting. (Houghton College, Fall 2013 and Spring 2014).Note: This is a five-week night class for non-traditional students in an accelerated degree program. The class meets once each week for four hours.Business Ethics Online: This online course on the philosophy of work surveys how four virtues (truth, goodness, unity, and beauty) apply in the workplace and to the concept of work. (Houghton College, Spring 2014, Summer 2014).Business Ethics Online: This course introduces students to three major normative ethical theories: Utilitarianism, Deontology, and Virtue Ethics, and then focuses on the application of these theories in a business setting. (University of Missouri St. Louis, Summer 2008).Teaching Assistant Introduction to Philosophy of Mind: This course focuses on metaphysical questions in the philosophy of mind, including the mind-body problem, the problem of free will, the problem of mental causation, and personal identity. (York University).Minds, Brains, and Machines: An introduction to the philosophy of mind and cognitive science exploring the mind-body problem, AI, consciousness, and the self. (York University).Introduction to Logic: An introduction to both sentential and predicate logic. (York University). Logic and Language: This class teaches basic critical thinking skills, including sentential logic, Venn diagraming for categorical syllogisms, and inductive argumentation. Students apply their critical reasoning to articles in the media, ethics, and aesthetics. (University of Missouri St. Louis). Meaning of Life: This course explores philosophical questions about the meaning of life, happiness, and flourishing. It covers Western philosophers such as Plato, Aristotle, the Stoics, the Epicureans, Hume, Schopenhauer, Nietzsche, Marx, James, and Sartre, as well as Eastern traditions, including Buddhism, Confucianism, Taoism, and Hinduism. (York University).Plato and Aristotle: This course covers some of the most famous Platonic dialogues including: the Euthyphro, Meno, Apology, Symposium, and Republic, and sections of Aristotle including: the Nicomachean Ethics, De Anima, and the Physics. (York University).Summary of Teaching Experience (Continued)In Preparation Symbolic Logic: This course focuses on derivation and proofs in Sentence and Predicate Logic, along with translations to and from English. Ancient Greek Philosophy: A reading intensive course. Assignments focus on close reading skills of philosophical texts. Readings include: Thales, Heraclitus, Parmenides, Democritus, Plato’s Euthyphro, Apology, Crito, Meno, Phadeo, Republic (selections), Aristotle’s Physics (selections), De Anima, Nichomachean Ethics, and Politics.Philosophy of Psychology (Cross-listed with Psychology): We will examine theories within the philosophy of psychology, focusing on the nature and structure of cognition, concepts, and mind-reading. (Indiana University Kokomo, Spring 2018)Ethic of Belief Interdisciplinary Honors Seminar: (How) can we hold people responsible for the beliefs that they hold? Is it ever morally/epistemically permissible to believe without (or against) the evidence? In edition to classic articles on this issue, we we will read The Ethics of Belief (ed. Matheson and Vitz) and Believing Against the Evidence (by McCormick). (Indiana University Kokomo, Spring 2018)Course EvaluationsSummer 2017Overview Course Evaluations: Indiana University Kokomo Summer 2017Prompt 1: My instructor organized this course well.Average: 4.25/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 4/5Course Evaluations: Indiana University Kokomo Summer 2017 (Continued)Prompt 3: My instructor illustrates relationships among topics.Average: 4.2/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.6/5Course Evaluations: Indiana University Kokomo Summer 2017 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.1/5Prompt 12: My instructor comments are useful on my written work.Average: 4.6/5Course Evaluations: Indiana University Kokomo Summer 2017All Quantitative FeedbackIntroduction to Philosophy Course Evaluations: Indiana University Kokomo Summer 2017 All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%00%00%545%655%114.55.522. My instructor makes difficult material easily understandable.00%19%19%436%545%114.18.983. My instructor illustrates relationships among topics.00%00%19%19%982%114.73.654. My instructor clears up points of confusion for me and other class members.00%00%19%218%873%114.64.675. My instructor asks questions which challenge me to think.00%00%00%327%873%114.73.476. My instructor treats students with respect.00%00%00%19%1091%114.91.307. My instructor is regularly available for consultation.00%00%218%19%873%114.55.828. My instructor makes me feel free to ask questions in class.00%19%00%327%764%114.45.939. My instructor manages discussions so that they are helpful to my learning.00%00%19%218%873%114.91.6710. The instructor used technology in ways that helped my learning of concepts and principles.00%00%19%327%764%114.55.6911. Grades are assigned fairly and impartially.00%00%218%327%655%114.36 .8112. My instructor comments are useful on my written work.00%19%00%327%764%114.45.9313. My instructor returned written work within a reasonable time.00%00%00%19%1091%114.91.3014. Course assignments are interesting and stimulating.00%19%218%218%655%114.181.0815. I know what is expected of me in this course.00%00%19%218%873%114.64.6716. My grades are an accurate indicator of how much I have learned.00%19%19%327%655%114.271.0117. I always prepare before coming to class.00%00%436%218%545%114.09.9418. I developed skill in critical thinking in this course.00%00%218%218%764%114.45.82Introduction to Ethics Online Course Evaluations: Indiana University Kokomo Summer 2017 All Quantitative FeedbackStrongly DisagreeSomewhatDisagreeNeither Agree Nor DisagreeSomewhatAgreeStrongly AgreeTotalN%N%N%N%N%NMean1. My instructor organized this course well.00%220%330%220%330%103.62. My instructor makes difficult material easily understandable.00%110%00%440%550%104.33. My instructor illustrates relationships among topics.00%110%110%330%550%104.24. My instructor clears up points of confusion for me and other class members.00%00%00%440%660%104.65. My instructor asks questions which challenge me to think.00%110%00%119%880%104.66. My instructor is regularly available for consultation.00%00%220%00%880%104.67. My instructor makes me feel free to asking questions.00%110%00%220%770%104.58. My instructor manages discussions so that they are helpful to my learning.00%110%110%330%550%104.29. The instructor seems comfortable with using technology to teach this course.00%00%00%110%990%104.910. Grades are assigned fairly and impartially.110%220%00%110%660%103.911. My instructor’s comments in regard to my work are useful.110%220%00%110%660%103.912. My instructor gave feedback (including grades) within a reasonable amount of time.00%00%00%220%880%104.813. Course assignments are interesting and stimulating.110%110%220%110%550%103.814. I know what is expected of me in this course.00%00%110%110%880%104.715. My grades are an accurate indicator of how much I have learned.00%11%00%330%660%104.416. I developed skill in critical thinking in this course.110%00%00%440%550%104.2Critical Thinking Online Course Evaluations: Indiana University Kokomo Summer 2017 All Quantitative FeedbackStrongly DisagreeSomewhatDisagreeNeither Agree Nor DisagreeSomewhatAgreeStrongly AgreeTotalN%N%N%N%N%NMean1. My instructor organized this course well.00%00%00%229%571%74.72. My instructor makes difficult material easily understandable.114%229%114%00%343%73.23. My instructor illustrates relationships among topics.114%114%114%229%229%73.44. My instructor clears up points of confusion for me and other class members.114%00%229%114%343%73.75. My instructor asks questions which challenge me to think.00%00%114%229%457%74.46. My instructor is regularly available for consultation.114%00%00%00%686%74.47. My instructor makes me feel free to asking questions.00%00%00%229%571%74.78. My instructor manages discussions so that they are helpful to my learning.114%00%00%229%457%74.19. The instructor seems comfortable with using technology to teach this course.00%00%00%00%7100%7510. Grades are assigned fairly and impartially.00%00%114%114%571%74.511. My instructor’s comments in regard to my work are useful.00%114%114%229%343%7412. My instructor gave feedback (including grades) within a reasonable amount of time.00%114%00%114%571%74.413. Course assignments are interesting and stimulating.229%00%114%229%229%73.314. I know what is expected of me in this course.00%00%114%114%571%74.615. My grades are an accurate indicator of how much I have learned.00%00%114%229%457%74.416. I developed skill in critical thinking in this course.00%114%114%114%457%74.1Course Evaluations: Indiana University Kokomo Summer 2017All Qualitative FeedbackIntroduction to Philosophy Sections Course Evaluations: Indiana University Kokomo Summer 2017 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?I believe it is good, It helps students in critical thinking; thinking out of their box.I think this course would better be improved if there was less of a focus on the commentaries and more on the 2 papers that are worth the majority of our grade. I think more time is needed to write the papers.The Class is absolutely fantastic not much improvement needed3 N/AA full length [sic] course would be most efficient. [Note: this was a 6 week condensed course].Make it more interactional.Dr. Mugg did an excellent job; I almost dropped out after the first Week. I’m so glad I didn’t. Prompt: What could the instructor do to improve the course or their teaching effectiveness?More reading assignment[s] to replace Commentary.I think focusing more on the writing portion of the class would be more benefical [sic] since it is a big portion of our grade. Overall, I think I learned a lot [sic].More graded inclass [sic] or group work.3 N/A.This class is well thought out [sic] and organized. A full Length [sic] course would make the class easier.spend more time on certain subjects. Explain it more.Didn’t really have a huge care for philosophy—Dr. Mugg’s teaching makes it really interesting!Comments:Dr. Mugg, is highly effective, tolerant, tries as much as possible to help make the course easier and understandable. Also, tries to make the course much more easier. He is Always, readily accessible. >Always try to make his students suceed [sic] through his re-writes and droping [sic] of lowest grade. I believe He stipulated [sic] a lot of my thought though [sic] Philosopy [sic]. Love the Class gave me a whole new Perspective on Philosphy [sic].N/A.This class was enjoyable for me, especially the discussions in class.I enjoy his upbeat personality and ability to allow students to get involved in topic they are not comfortable w/. Or helping get a question reiderated [sic] to be applied to class.Group work is helpful; Instructor was very friendly and appeared to truly show an interest in students.Although this was a very short class, It was very insightful. The reading load and Homework load was manageable. Class discussion was interactave [sic] as well. Critical Thinking Online Course Evaluations: Indiana University Kokomo Summer 2017 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?The textbook did not help me with the homework.Nothing, I enjoyed the course.This was a good class. N/APrompt: What could the instructor do to improve the course or their teaching effectiveness?I would like to see more videos on the exercise, there are already some there, but maybe add a few more…or live video stream would be nice?If there were a video for each homework. The last two homework assignments were brutal.Teacher did a great job. Best class all summer.Nothing, he did a good job.Make the learning environment easier to ments:The instructor is amazing, and was beyond helpful with anything the students needed.I would recommend this class to others.Homework assignments were way too hard.Introduction to Ethics Online Course Evaluations: Indiana University Kokomo Summer 2017 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?The course was very difficult. With it being ethic's I don't know that there is anything that would make it better or worse. It is a very difficult course to understand how grading is done when ethic's is more of opinion based.Nothing :)Great course. Only thing I would change is the commentary assignments. The writing guide for that was horrible and it is impossible to do under 300 words. I have scored A's on almost every paper and I am generally a good critical thinker and writer but these were difficult. The assignment itself wasn't, but the directions and writing guide were what confused me.This course needs more feedback for the student’s work and a more precise picture of the work that was put into it.Nothing at all. Overall I enjoyed this course.Prompt: What could the instructor do to improve the course or their teaching effectiveness?I don’t’ think he could change anything. It is a very difficult subject and he did a great job trying to teach it. I think you either have a love for it or not.Better Feedback. There were times when the instructor did not provide ANY feedback. There were also times were the feedback left more to be desired (i.e. I get that the answer was wrong, but an explanation to why was not provided as promised.Dr. Mugg is a great prof! I don’t think he needs to change anything about the course structure to be a more effective teacher. Offer a little more feedback on commentaries. He is doing just fine with instructing this course. Comments:This class seemed to be more opinion based. I felt as though my instructor was grading me on my opinion v. his own. I also felt like my instructor took grammar too much into account when grading. I feel as though the majority of the point for an Ethics assignment should be ethics related and not on whether one sentence in the assignment had a comma splice. Most of the feedback was not ethics related, but grammar related.I loved the textbooks and that they were offered online! I never had any trouble accessing them. I learned a lot during this course and I believe it has benefited me greatly.Spring 2017Overview Upper-Level Course Evaluations: Indiana University Kokomo Spring 2017Prompt 1: My instructor organized this course well.Average: 4.87/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 4.7/5Upper-Level Course Evaluations: Indiana University Kokomo Spring 2017 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.83/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.87/5Upper-Level Course Evaluations: Indiana University Kokomo Spring 2017 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.57/5Prompt 12: My instructor comments are useful on my written work.Average: 4.61/5Upper-Level Course Evaluations: Indiana University Kokomo Spring 2017All Quantitative FeedbackPhilosophy of Religion Course Evaluations: Indiana University Kokomo Spring 2017 All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%00%00%18%1192%124.92.292. My instructor makes difficult material easily understandable.00%00%00%433%867%124.67.493. My instructor illustrates relationships among topics.00%00%00%217%1083%124.83.394. My instructor clears up points of confusion for me and other class members.00%00%18%18%1083%124.75.625. My instructor asks questions which challenge me to think.00%00%00%00%12100%125.00.006. My instructor treats students with respect.00%00%00%18%1192%124.92.297. My instructor is regularly available for consultation.00%00%00%18%1192%124.92.298. My instructor makes me feel free to ask questions in class.00%00%00%00%12100%125.00.009. My instructor manages discussions so that they are helpful to my learning.00%00%18%18%1083%124.75.6210. The instructor used technology in ways that helped my learning of concepts and principles.00%00%433%217%650%124.17.9411. Grades are assigned fairly and impartially.00%18%18%217%867%124.421.0012. My instructor comments are useful on my written work.00%00%217%18%975%124.58.7913. My instructor returned written work within a reasonable time.00%00%18%433%758%124.50.6714. Course assignments are interesting and stimulating.00%00%00%217%1083%124.83.3915. I know what is expected of me in this course.00%00%00%217%1083%124.83.3916. My grades are an accurate indicator of how much I have learned.00%18%217%217%758%124.251.0617. I always prepare before coming to class.00%18%325%650%217%123.75.8718. I developed skill in critical thinking in this course.00%00%18%18%1083%124.75.62Problems in Social/Political Philosophy Course Evaluations: Indiana University Kokomo Spring 2017All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%00%00%218%982%114.82.402. My instructor makes difficult material easily understandable.00%00%00%327%873%114.73.473. My instructor illustrates relationships among topics.00%00%00%218%982%114.82.404. My instructor clears up points of confusion for me and other class members.00%00%00%327%873%114.73.475. My instructor asks questions which challenge me to think.00%00%00%327%873%114.73.476. My instructor treats students with respect.00%00%00%327%873%114.73.477. My instructor is regularly available for consultation.00%00%00%327%873%114.73.478. My instructor makes me feel free to ask questions in class.00%00%19%19%982%114.73.659. My instructor manages discussions so that they are helpful to my learning.00%00%00%218%982%114.82.4010. The instructor used technology in ways that helped my learning of concepts and principles.00%00%00%327%873%114.73.4711. Grades are assigned fairly and impartially.00%00%00%327%873%114.73.4712. My instructor comments are useful on my written work.00%00%00%436%764%114.64.5013. My instructor returned written work within a reasonable time.00%00%00%327%873%114.73.4714. Course assignments are interesting and stimulating.00%19%19%19%873%114.451.0415. I know what is expected of me in this course.00%00%00%218%982%114.82.4016. My grades are an accurate indicator of how much I have learned.00%19%00%218%873%114.55.9317. I always prepare before coming to class.00%218%19%545%327%113.821.0818. I developed skill in critical thinking in this course.00%00%00%218%982%114.82.40Upper-Level Course Evaluations: Indiana University Kokomo Spring 2017 All Qualitative FeedbackPhilosophy of Religion Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?I think it could be less reading & more focus. Maybe have focus Questions @ beginning that will be answered. We need to do more epistmology [sic]! Less metaphysics!Have “Turn It In” available to check papers prior to turning in.I did not deserve a 50% on my first paper.No improvements. Mugg is a great prof.Better selection of extra readingsThe amount of reading that was assigned isn’t a realistic expectation from students, especially because philosophy readings are so dense.I think that the way the class is organized is great—its [sic] how I imagine philosophy classes should be in each aspect.Offer more classes, expand philosophy dept. Developing the philosophy department allows for more specific classes in areas of student interest.A larger philosophy department would allow the professor to recommend classes to students interested in more specific topics. It would also allow the professor to show more connections between the courses.Prompt: What could the instructor do to improve the course or their teaching effectiveness?Take Jean Paul Sartré more seriously.Make class worksheets available the night prior.Give me a passing Grade.Nothing. For never taking a phil course and jumping right into a 300 level [sic] class, mugg did an awesome job helping me understand! I really enjoyed this class!Make discussions shorter.The participation grade was overly strict. Allowing students to miss 2-3 classes throughout one course without a grade deduction would be nice.I think the way discussions are conducted and encouraged in the class is really beneficial to everyone getting a grasp on what we talk about.2 NothingComments: I audit course so I put C for things that did not apply I’ve never been sad for a course to end, but I am very sad to see the end of this course. Mugg is one of the best & most interesting professors I’ve ever had.This was a really interesting class and I’m really glad that I could be in an environment that refrained from judgement in such a controversial topic.Instructor encourages classwide [sic] participation and enthusiasm through insightful syllabus constructing [sic], energetic and fair moderation during discussion, freedom in selection of topics for papers, & mandatory commentaries on class readings. I gained access to new perspectives and ways of thinking, as well as developed my own skills in logic and critical thinking.Philosophy of Religion Course Evaluations: Indiana University Kokomo Fall 2016All Qualitative Feedback (Continued)Comments (Continued):Did a fantastic job organizing the class and the new commentary system was really great. Professor Mugg really puts a lot of work in and it shows in the quality of the course.Problems in Social/Political Philosophy Course Evaluations: Indiana University Kokomo Spring 2017 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?Nothing. class went smooth with plenty of Extra recommended readingsPerhaps have more graded assignments. Only having two papers and a participation grade make the papers extremely vital to your grade.N/Ayes.I feel I would have done better in class and this course if we had Quizzes over reading or daily lecturers [sic] rather than writing commentaries about reading. I had an intro to Philosophy class that took this approach, and I feel this encouraged me to focus more on reading and in class to prepare for Quizzes. I also got an A in intro to Philosophy.We need to do more epistemology [sic]!Create more + more specific philosophy classes to appeal to student need/interest; develop/expand the departmentHave more philosophy classes for more specific topics to appeal to interested students.Prompt: What could the instructor do to improve the course or their teaching effectiveness?Use more current references Nothing. I really enjoyed the format of the class.Have a 3rd paper to better diversify the grading system.yes.See above.Take anarchy more seriously!2 ments:N/A yes.Dr. Mugg is a great teacher.What is Justice? Justice is rearing pen [?].Professor fostered genuine interest throughout the class by applying philosophical concepts to current social/political climateDr. Mugg works very hard and having been in his classes since he started teaching at IUK I can safely say that his effort is paying off. The new commentary system is also great.Overview Lower-Level Course Evaluations: Indiana University Kokomo Spring 2017Prompt 1: My instructor organized this course well.Average: 4.56/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 3.9/5Lower-Level Course Evaluations: Indiana University Kokomo Spring 2017 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.4/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.6/5Lower-Level Course Evaluations: Indiana University Kokomo Spring 2017 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.2/5Prompt 12: My instructor comments are useful on my written work.Average: 4.3/5Lower-Level Course Evaluations: Indiana University Kokomo Spring 2017All Quantitative FeedbackIntroduction to Philosophy Course Evaluations: Indiana University Kokomo Spring 2017 All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.14%00%00%520%1976%254.6.862. My instructor makes difficult material easily understandable.312%14%312%624%1248%253.91.383. My instructor illustrates relationships among topics.14%00%28%520%1768%254.5.964. My instructor clears up points of confusion for me and other class members.14%00%312%624%1560%254.4.995. My instructor asks questions which challenge me to think.14%00%00%416%2080%254.7.856. My instructor treats students with respect.14%00%14%416%1976%254.6.917. My instructor is regularly available for consultation.14%00%00%624%1872%254.6.878. My instructor makes me feel free to ask questions in class.14%14%28%520%1664%254.41.089. My instructor manages discussions so that they are helpful to my learning.14%00%14%728%1664%254.5.9210. The instructor used technology in ways that helped my learning of concepts and principles.14%14%624%624%1144%254.01.1211. Grades are assigned fairly and impartially.28%14%312%624%1352%254.11.2612. My instructor comments are useful on my written work.14%14%14%520%1768%254.41.0413. My instructor returned written work within a reasonable time.14%00%28%312%1976%254.6.9614. Course assignments are interesting and stimulating.28%28%28%520%1456%254.11.3215. I know what is expected of me in this course.14%00%14%728%1664%254.5.9216. My grades are an accurate indicator of how much I have learned.28%312%28%624%1248%253.91.3517. I always prepare before coming to class.14%14%416%1144%832%254.01.0218. I developed skill in critical thinking in this course.14%14%28%312%1872%254.41.08Introduction to Philosophy Online Course Evaluations: Indiana University Kokomo Spring 2017 All Quantitative FeedbackStrongly DisagreeSomewhatDisagreeNeither Agree Nor DisagreeSomewhatAgreeStrongly AgreeTotalN%N%N%N%N%NMean1. My instructor organized this course well.111%00%00%222%667%94.332. My instructor makes difficult material easily understandable.222%00%00%222%556%93.893. My instructor illustrates relationships among topics.00%111%222%222%444%944. My instructor clears up points of confusion for me and other class members.222%111%00%111%556%93.675. My instructor asks questions which challenge me to think.00%00%222%111%667%94.446. My instructor is regularly available for consultation.00%00%222%00%778%94.567. My instructor makes me feel free to asking questions.222%00%00%222%556%93.898. My instructor manages discussions so that they are helpful to my learning.00%222%00%00%778%94.339. The instructor seems comfortable with using technology to teach this course.00%00%222%111%667%94.44410. Grades are assigned fairly and impartially.00%00%222%111%667%94.4411. My instructor’s comments in regard to my work are useful.00%111%222%222%444%9412. My instructor gave feedback (including grades) within a reasonable amount of time.00%00%111%111%778%94.6713. Course assignments are interesting and stimulating.111%00%111%111%667%94.2214. I know what is expected of me in this course.00%00%222%00%778%94.5615. My grades are an accurate indicator of how much I have learned.00%00%00%556%444%94.4416. I developed skill in critical thinking in this course.00%00%222%111%667%94.44Lower-Level Course Evaluations: Indiana University Kokomo Spring 2017All Qualitative FeedbackIntroduction to Philosophy Sections Course Evaluations: Indiana University Kokomo Spring 2017 All Qualitative Feedback (Sections Combined)Prompt: What would you most like to tell the department to help improve this course?NONESome people struggle with this class. Some of the stuff is a little hard to understand. It is a well thought out [sic] courseExpected work higher than what should be expected in a 100 level [sic] philosophy class.Not much, pretty good courseN/AMugg is one of those guys that could take something super complex [sic] and make it easily understandable.Make all commentaries mandatory to do. I know its [sic] our responsibity [sic], but I had a lot going on and would forget to do them since they’re not all mandatory.I liked this courseI was actually impressed with how this course was set up. It was set up to allow students to learn instead of just getting a grade!To help improve this course there should be more group work, great way to callaberate [sic] ideas and see other’s views.I enjoyed this course. I never thought I would, but I honestly did.I think Dr. Mugg did a phenomenal job of getting the class (me) to understand the material. Provides diagrams, videos, discussions that were helpful.I would have liked more homework. Overall, this class is great.not much else can be done, great professor & courseno commentsI honestly enjoyed this class, it really made me think more thoroughly when writing.You only have one test, which is the final so we don’t get a chance to know/prepare for your test because we don’t have any others.Terrific course, no suggestions to change.Get someone who relates to the students better.It was a great course. Introduction to Philosophy Sections Course Evaluations: Indiana University Kokomo Spring 2017All Qualitative Feedback (Sections Combined) [Continued]Prompt: What could the instructor do to improve the course or their teaching effectiveness?Show more video examples, they are very helpful.I THINK ITS [sic] REALLY FINE THE WAY IT IS.Watch more videos to help to better understand material.N/A—enjoyed prof. MuggExplain the grading system bettermore life examples, try to explain better In all honesty, I do believe that the way he had the class structured was perfect. It was easy to learn and It was a challenge at the same time. perfect combo!N/ANone other than my previous remarks.There could be more in class [sic] applications of theories. I think this would help define some of them more clearly to some of the students. This way they may see some real world [sic] applicationsnothing, his teaching is perfect.Great teacher overall but should include even more group workI liked how he did powerpoints and we did discussions as well.I really enjoyed having him as an instructor.NoneSome subjects should be broken down moreI believe the instructor did a really great job!More group work and tests to prep us for what its [sic] going to be like for the finalNothing, it was extremely thought provoking.Don’t give so much time in between assignments, because most people forget or they rush through everything in one day to complete it and be done.The instructor needs to do a better job of responding to comments. I had no idea why I received some of the grades I got and there was no response to the comments I ments:N/ALoved the professor and he was/is very knowledgeable about all topics.I really enjoyed this class.Enjoyed this classIt is a great course, just more communication needed.Fall 2016Overview Upper-Level Course Evaluations: Indiana University Kokomo Fall 2016Prompt 1: My instructor organized this course well.Average: 5/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 4.72/5Upper-Level Course Evaluations: Indiana University Kokomo Fall 2016 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.63/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.9/5Upper-Level Course Evaluations: Indiana University Kokomo Fall 2016 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.9/5Prompt 12: My instructor comments are useful on my written work.Average: 4.8/5Upper-Level Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative FeedbackMetaphysics Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.2. My instructor makes difficult material easily understandable.3. My instructor illustrates relationships among topics.4. My instructor clears up points of confusion for me and other class members.5. My instructor asks questions which challenge me to think.6. My instructor treats students with respect.7. My instructor is regularly available for consultation.8. My instructor makes me feel free to ask questions in class.9. My instructor manages discussions so that they are helpful to my learning.00%00%00%00%7100%75.00.0000%00%00%343%457%74.57.53114%00%00%00%686%74.431.500%00%00%117%583%64.83.4100%00%00%114%686%74.86.3800%00%00%00%7100%75.00.0000%00%00%114%686%74.86.3800%00%00%00%7100%75.00.0000%00%00%00%7100%75.00.00Metaphysics Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative Feedback (Continued)Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.10. The instructor used technology in ways that helped my learning of concepts and principles.11. Grades are assigned fairly and impartially.12. My instructor comments are useful on my written work.13. My instructor returned written work in a reasonable time.14. Course assignments areinteresting and stimulating.15. I know what is expected of me in this course.16. My grades are an accurateindicator of how much I've learned.17. I always prepare before coming to class.18. I developed skill in critical thinkingin this course.00%00%114%229%457%74.43.7900%00%00%00%7100%75.00.0000%00%00%229%571%74.71.4900%00%00%00%7100%75.00.0000%00%114%114%571%74.57.7900%00%114%00%686%74.71.7600%114%00%229%457%74.291.100%114%00%229%457%74.291.100%00%00%00%7100%75.00.00Problems in Ethics: Racism Course Evaluations: Indiana University Kokomo Fall 2016All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.2. My instructor makes difficult material easily understandable.3. My instructor illustrates relationships among topics.4. My instructor clears up points of confusion for me and other class members.5. My instructor asks questions which challenge me to think.6. My instructor treats students with respect.7. My instructor is regularly available for consultation.8. My instructor makes me feel free to ask questions in class.9. My instructor manages discussions so that they are helpful to my learning.10. The instructor used technology in ways that helped my learning of concepts and principles.00%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.00Problems in Ethics: Racism Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative Feedback (Continued)Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.11. Grades are assigned fairly and impartially.12. My instructor comments are useful on my written work.13. My instructor returned written work in a reasonable time.14. Course assignments areinteresting and stimulating.15. I know what is expected of me in this course.16. My grades are an accurateindicator of how much I've learned.17. I always prepare before coming to class.18. I developed skill in critical thinking in this course.00%00%00%00%4100%45.00.0000%00%00%125%375%44.75.5000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%00%4100%45.00.0000%00%00%125%375%44.75.5000%00%00%125%375%44.75.5000%00%00%00%4100%45.00.00Upper-Level Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative FeedbackMetaphysics Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-N/A -Hard course for philosophy to wrap head around. Overall works at a good pace and will work out arguments for better understanding.-Perhaps use more individual articles rather than full texts on a certain topic (free will in this case).-Philosophy major-Work on creating a philosophy major-Add a philosophy major and additional classes.Prompt: What could the instructor do to improve the course or their teaching effectiveness?-N/A-Honestly not much. Dr. Mugg is one of the best professors I’ve taken a course with.-Commentaries are not helpful, trying to teach oneself the material then coming to class to learn that some material is pointless.-More side assignments, activities-I can’t think of any improvements I would make to the course. All the class work prepares you for later class work, and class discussions are always interesting and thought provoking [sic].-Perhaps try less commentaries for this course in particular…Some of the readings were tougher than your previous ments: -Great course!Problems in Ethics: Racism Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-Course is the most applicable and relevant course taken here. Should be recommended to everyone.-Try to keep the number students Low, It makes Learning more proffessional [sic]Prompt: What could the instructor do to improve the course or their teaching effectiveness?-Maybe, try to keep the class on track a little more. Some tangents are good but not all-give handouts to students prior to class discussion to help understand the material, which allows students to be better prepared for discussion.Overview Lower-Level Course Evaluations: Indiana University Kokomo Fall 2016Prompt 1: My instructor organized this course well.Average: 4.7/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 4.17/5Lower-Level Course Evaluations: Indiana University Kokomo Fall 2016 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.52/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.69/5Lower-Level Course Evaluations: Indiana University Kokomo Fall 2016 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.29/5Prompt 12: My instructor comments are useful on my written work.Average: 4.48/5Lower-Level Course Evaluations: Indiana University Kokomo Fall 2016All Quantitative FeedbackIntroduction to Philosophy Section 1 Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.2. My instructor makes difficult material easily understandable.3. My instructor illustrates relationships among topics.4. My instructor clears up points of confusion for me and other class members.5. My instructor asks questions which challenge me to think.6. My instructor treats students with respect.7. My instructor is regularly available for consultation.8. My instructor makes me feel free to ask questions in class.9. My instructor manages discussions so that they are helpful to my learning.10. The instructor used technology in ways that helped my learning of concepts and principles.00%00%00%316%1684%194.8.3700%00%00%842%1158%194.6.5100%00%00%316%1684%194.8.3700%00%00%421%1579%194.8.4200%00%00%211%1789%194.9.3200%00%00%00%19100%195.0.0000%00%00%526%1474%194.7.4500%00%00%316%1684%194.8.3700%00%00%211%1789%194.9.3200%00%316%316%1368%194.5.77Introduction to Philosophy Section 1 Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative Feedback (Continued)Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.11. Grades are assigned fairly and impartially.12. My instructor comments are useful on my written work.13. My instructor returned written work in a reasonable time.14. Course assignments are interesting and stimulating.15. I know what is expected of me in this course.16. My grades are an accurateindicator of how much I've learned.17. I always prepare before coming to class.18. I developed skill in critical thinking in this course.00%00%15%421%1474%194.7.5800%00%00%421%1579%194.8.4200%00%15%316%1579%194.7.5600%00%316%421%1263%194.5.7700%00%00%316%1684%194.8.3700%15%316%632%947%194.2.9200%15%526%632%737%194.0.9400%00%00%421%1579%194.8.42Introduction to Philosophy Section 2 Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative FeedbackStrongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.2. My instructor makes difficult material easily understandable.3. My instructor illustrates relationships among topics.4. My instructor clears up points of confusion for me and other class members.5. My instructor asks questions which challenge me to think.6. My instructor treats students with respect.7. My instructor is regularly available for consultation.8. My instructor makes me feel free to ask questions in class.9. My instructor manages discussions so that they are helpful to my learning.10. The instructor used technology in ways that helped my learning of concepts and principles.00%00%00%939%1461%234.61.5014%29%522%730%835%233.831.1500%14%14%1252%939%234.26.7529%00%313%730%1148%234.091.2000%00%29%730%1461%234.52.6700%29%29%626%1357%234.30.9700%00%417%730%1252%234.35.7800%00%313%939%1148%234.35.7100%14%417%939%939%234.13.8714%313%313%522%1148%233.961.26Introduction to Philosophy Section 2 Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative Feedback (Continued)Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.11. Grades are assigned fairly and impartially.12. My instructor comments are useful on my written work.13. My instructor returned written work in a reasonable time.14. Course assignments are interesting and stimulating.15. I know what is expected of me in this course.16. My grades are an accurateindicator of how much I've learned.17. I always prepare before coming to class.18. I developed skill in critical thinking in this course.14%29%14%1252%730%233.961.0700%29%14%1043%1043%234.22.9000%00%14%1357%939%234.35.5700%14%417%730%1148%234.22.9000%00%29%1043%1148%234.39.6614%313%313%730%939%233.871.2214%313%313%835%835%233.831.1900%14%29%626%1461%234.43.84Lower-Level Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative FeedbackIntroduction to Philosophy Sections Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative Feedback (Sections Combined)Prompt: What would you most like to tell the department to help improve this course?-Have more in class [sic] discussions-Slow it down A little-Decrease the amount of commentaries.-Nothing-I would like to learn more about material than philosophers.-Nothing, very good!-More open mindedness [sic]-I dont [sic] think anything needs to be changed about the course.-I enjoyed this course and have learned alot [sic]!-Less group work-Solid course.-Restructure the mid-term/final to be more reasonable. Many similar classes have a project as a final, so maybe a paper 3 we turn in instead of 3 hand written [sic] essays.-Give better topics-N/A-Spread out the religious topics—They’re a good layer, but a boring icing.-I really have no complaints.-I’d like to make sure and remind the staff that there are different learning styles and with that comes different capabilities. I just want to make sure there is more help to accommodate different learning styles.-Have certain commentaries that students have to do to keep them in check. -more resources for readings.-I think Dr. Mugg did a wonderful job w/this course.-I didn’t like the assignments due the night before-Explain things better.-Nothing-The coarse [sic] is excellent, no changes are necessary [sic].-No need for improvement.-Everything was good, I don’t think it really needs improvement-VERY GOOD PROFESSOR.-N/A-Less subjects allowing more time for discussion over specific things.Introduction to Philosophy Sections Course Evaluations: Indiana University Kokomo Fall 2016All Qualitative Feedback (Sections Combined) [Continued]Prompt: What could the instructor do to improve the course or their teaching effectiveness?-Take more time explaining things-more plAnned out [sic] clAss-Good as is-Provide more detail when grading papers, very vague on why I was doing bad-Nothing-More videos!-Better home groups!-Help explain SFA early on in the course.-Nothing. He was a great instructor and I learned alot [sic] from him. His teaching was very good!-I felt as if he done [sic] a good job at what he does. I don’t know of much [sic] ways he could improve.-Fine as is.-Allow students to choose some topics. Ask students for more feedback throughout the course.-The midterm was confusing due to difficult questions-N/A-Possibly more control in class debates! Not huge problem, people always argue.-I really have no complaints.-I would suggest making the commentaries due after discussing what the reading would be about. I feel that comprehension would increase and the ability to apply what we’ve learned to daily life would increase.-Get students more involved. Alot [sic] of students fail to participate in discussions.-Nothing-Not much, perhaps more groupwork [sic].-2 More in class [sic] commentaries.-The commentaries are a great way to help students read and study before class discussions. I loved this course!-Do the power points [sic] earlier-The course needs homework or in class [sic] assignments to help with retention.-Explain the subject a little more clearly-Use clickers to gauge class stances.-The instructor is excellent and requires no change.-He did a great job! I have learned a lot more than other philosophy classes.-None.-I LIKE THE COMMENTARIES. I WISH WE DID MORE GROUP WORK.-More in group [sic] work and in class[sic] work-More in class [sic] group workIntroduction to Philosophy Sections Course Evaluations: Indiana University Kokomo Fall 2016All Qualitative Feedback (Sections Combined) [Continued]Comments:-Loved the clAss!-I think professor Mugg is a great professor! I struggled in the start of the smester [sic] and he helped me a lot to make everything clear!-Best class so far-Fenominal [sic] Prof. & class. Sole reason I have changed my major to focus on Philosophy. Nothing less than the best.-Love this class & Doctor Mugg.-I’m probably not who the course was meant for. It was probably perfectly fine. Thanks for having me.-I enjoyed this class. The recap questions at the beginning of each powerpoint were always helpful and the commentaries helped me to better understand some of the more complex concepts.-Instructor Mugg performed perfectly and the class was an enjoyable experience. -Great Proffesor[sic]. -Surprised me on how much I actually understood and how I didn’t do horrible-Effective lecturer, good-witted, thoroughly enjoyed class-This was one of the few courses I genuienly [sic] looke [sic] forward to.-N/ASummer 2016Overview Lower-Level Course Evaluations: Indiana University Kokomo Summer 2016Prompt 1: My instructor organized this course well.Average: 4.28/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 3.94/5Lower-Level Course Evaluations: Indiana University Kokomo Summer 2016 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.27/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.44/5Lower-Level Course Evaluations: Indiana University Kokomo Summer 2016 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4/5Prompt 12: My instructor comments are useful on my written work.Average: 4.22/5Lower-Level Course Evaluations: Indiana University Kokomo Summer 2016 All Quantitative FeedbackIntroduction to Philosophy Course Evaluations: Indiana University Kokomo Summer 2016 All Quantitative FeedbackStronglyDisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.2. My instructor makes difficult material easily understandable.3. My instructor illustrates relationships among topics.4. My instructor clears up points of confusion for me and other class members.5. My instructor asks questions which challenge me to think.6. My instructor treats students with respect.7. My instructor is regularly available for consultation.8. My instructor makes me feel free to ask questions in class.9. My instructor manages discussions so that they are helpful to my learning.10. The instructor used technology in ways that helped my learning of conceptsand principles.11. Grades are assigned fairly and impartially.17%00%00%427%1067%154.471.0617%17%00%640%747%154.131.1917%00%00%427%1067%154.471.0617%00%00%533%960%154.401.0617%00%00%17%1387%154.671.0517%00%00%427%1067%154.471.0617%00%00%747%747%154.271.0317%00%00%320%1173%154.531.0617%00%00%213%1280%154.601.0617%00%213%320%960%154.271.1617%00%17%747%640%154.131.06Introduction to Philosophy Course Evaluations: Indiana University Kokomo Summer 2016 All Quantitative Feedback (Continued) StronglyDisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.13. My instructor returned written work in a reasonable time.14. Course assignments are interesting and stimulating.15. I know what is expected of me in this course.16. My grades are an accurate indicator of how much I've learned.17. I always prepare before coming to class.18. I developed skill in critical thinking in this course.17%00%213%213%1067%154.331.1817%00%00%320%1173%154.531.0617%17%17%320%960%154.201.2617%00%00%640%853%154.331.0517%17%00%640%747%154.131.1917%320%320%427%427%153.471.3017%00%00%427%1067%154.471.06Critical Thinking Course Evaluations: Indiana University Kokomo Summer 2016 All Quantitative FeedbackStronglyDisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.2. My instructor makes difficult material easily understandable.3. My instructor illustrates relationships among topics.4. My instructor clears up points of confusion for me and other class members.5. My instructor asks questions which challenge me to think.6. My instructor treats students with respect.7. My instructor is regularly available for consultation.8. My instructor makes me feel free to ask questions in class.9. My instructor manages discussions so that they are helpful to my learning.10. The instructor used technology in ways that helped my learning of conceptsand principles.11. Grades are assigned fairly and impartially.133%00%00%133%133%33.332.08133%00%133%00%133%33.002.00133%00%00%133%133%33.332.08133%00%00%133%133%33.332.08133%00%00%133%133%33.332.08133%00%00%00%267%33.672.31133%00%00%00%267%33.672.31133%00%00%00%267%33.672.31133%00%00%00%267%33.672.31133%00%133%00%133%33.002.00133%00%00%133%133%33.332.08Critical Thinking Course Evaluations: Indiana University Kokomo Summer 2016 All Quantitative Feedback (Continued)StronglyDisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.13. My instructor returned written work in a reasonable time.14. Course assignments are interesting and stimulating.15. I know what is expected of me in this course.16. My grades are an accurate indicator of how much I've learned.17. I always prepare before coming to class.18. I developed skill in critical thinking in this course.133%00%00%00%267%33.672.31133%00%00%00%267%33.672.3100%133%00%133%133%33.671.53133%00%00%133%133%33.332.08133%00%00%133%133%33.332.08133%00%00%133%133%33.332.08133%00%00%267%00%33.001.73Lower-Level Course Evaluations: Indiana University Kokomo Summer 2016 All Qualitative FeedbackIntroduction to Philosophy Course Evaluations: Indiana University Kokomo Summer 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-I think grading should be better explained. I got the feeling that I sometimes didn’t get a perfect grade just because he thought perfection was impossible, but he counldn’t find anything wrong with the writing.-None.-More group work.-No real changes. -Allow Dr. Mugg more resources. He is one of the most influential professors ‘ve had in my college career.-The readings should all be in one book. -N/A.Prompt: What could the instructors do to improve the course or their teaching effectiveness?-My only suggestion would be to reiterate some of the important material more clearly following a class discussion such as an answer—may just be me, but I struggled at times getting what the teacher wanted me to know apart from what a fellow student had said.-He is a GREAT teacher and held my attention for a long time. Very impressive for being new at teaching!-Highlight conclusions and main points in notes. Continue using many examples.-Nothing I can think of.-Engage more physicality; get up and do activities/group work instead of sitting for 3 hours.-Keep explaining things the way you do. The reference to pop-culture help.-Nothing.-Big picture in readings not little details.-Besides putting the readings in one book, I wouldn’t change anything.-Use more videos to simplify what is said.Critical Thinking Course Evaluations: Indiana University Kokomo Summer 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-Enjoyed grading system.-It was good.-The course was great. It is very challenging for a 100 level class, but that’s okay. I got a lot from it. Dr. Mugg was an awesome professor who helped me learn and also stimulated my thinking!Prompt: What could the instructors do to improve the course or their teaching effectiveness?-N/A.-It was good.Spring 2016Overview Upper-Level Course Evaluations: Indiana University Kokomo Spring 2016Prompt 1: My instructor organized this course well.Average: 4.42/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 4.2/5Upper-Level Course Evaluations: Indiana University Kokomo Spring 2016 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.08/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.375/5Upper-Level Course Evaluations: Indiana University Kokomo Spring 2016 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.17/5Prompt 12: My instructor comments are useful on my written work.Average: 4.25/5Upper-Level Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative FeedbackPhilosophy of Mind Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback?StronglyDisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.111%00%111%333%444%94.001.322. My instructor makes difficult material easily understandable.111%00%222%333%333%93.781.303. My instructor illustrates relationships among topics.00%00%222%222%556%94.330.874. My instructor clears up points of?????????????confusion for me and other class111%00%00%222%667%94.331.32members.?????????????5. My instructor asks questions which challenge me to think.111%00%00%222%667%94.331.326. My instructor treats students with respect.111%00%00%111%778%94.441.337. My instructor is regularly available for consultation.111%00%00%333%556%94.221.308. My instructor makes me feel free to ask questions in class.111%00%00%111%778%94.441.339. My instructor manages discussions?????????????so that they are helpful to my learning.111%00%00%333%556%94.221.3010. The instructor used technology in?????????????ways that helped my learning of00%111%00%556%333%94.110.93concepts and principles.?????????????11. Grades are assigned fairly and impartially.111%00%00%444%444%94.111.27Philosophy of Mind Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback (Continued)?StronglyDisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.111%00%00%333%556%94.221.3013. My instructor returned written work in a reasonable time.111%00%00%333%556%94.221.3014. Course assignments are interesting and stimulating.111%00%00%333%556%94.221.3015. I know what is expected of me in this course.111%111%00%222%556%94.001.5016. My grades are an accurate indicator of how much I've learned.111%111%111%222%444%93.781.4817. I always prepare before coming to class.00%00%333%111%556%94.220.9718. I developed skill in critical thinking in this course.00%111%00%222%667%94.441.01Philosophy of Science Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%00%00%00%8100%85.000.002. My instructor makes difficult material easily understandable.00%00%225%225%450%84.250.893. My instructor illustrates relationships among topics.00%00%00%225%675%84.750.464. My instructor clears up points of?????????????confusion for me and other class00%00%113%225%563%84.500.76members.?????????????5. My instructor asks questions which challenge me to think.00%00%00%113%788%84.880.356. My instructor treats students with respect.00%00%00%00%8100%85.000.007. My instructor is regularly available for consultation.00%00%225%00%675%84.500.938. My instructor makes me feel free to ask questions in class.00%00%00%225%675%84.750.469. My instructor manages discussions?????????????so that they are helpful to my learning.00%00%00%225%675%84.750.4610. The instructor used technology in?????????????ways that helped my learning of00%00%338%00%563%84.251.04concepts and principles.?????????????11. Grades are assigned fairly and impartially.00%00%00%113%788%84.880.35Philosophy of Science Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback (Continued)?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.00%00%00%225%675%84.750.4613. My instructor returned written work in a reasonable time.00%00%00%00%8100%85.000.0014. Course assignments are interesting and stimulating.00%00%113%113%675%84.630.7415. I know what is expected of me in this course.00%00%00%338%563%84.620.5216. My grades are an accurate indicator of how much I've learned.00%113%225%00%563%84.131.2517. I always prepare before coming to class.00%00%113%225%563%84.500.7618. I developed skill in critical thinking in this course.00%00%00%114%686%74.860.38Upper-Level Course Evaluations: Indiana University Kokomo Spring 2016 All Qualitative FeedbackPhilosophy of Science Course Evaluations: Indiana University Kokomo Spring 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-Have base readings like review/SEP article before deep reading in topics.-If it an’t broke, don’t fix it.-N/A, was a great course.-Kept it the way it is! I like it this way.Prompt: What could the instructor do to improve the course or their teaching effectiveness?-Have a small attendance grade/make some incentive for people to regularly show up. Overall one of my favorite instructors. Always nice and insightful. Plus had to deal w/ conspiracy person in class and always kept on track.-If it ain’t broke don’t fix it.-N/A-Teach more metaphysics, also to talk solipsism seriously. -I think the course is well put together and I appreciate the fluidness. Having our opinion and schedules taken into consideration makes the course fell personalized. Keep up the good work!-Have commentaries associated with due dates. That way students know and maybe able to access the assignments a little easier.Philosophy of Mind Course Evaluations: Indiana University Kokomo Spring 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-More metaphysics. -If it ain’t broke don’t fix it.-Nothing.-Recommend Requisition for this course.-This course is great!-Leave Dr. Mug to make decisions.Prompt: What could the instructor do to improve the course or their teaching effectiveness?-I think weekly quizzes to access readings would be helpful. Considering that there are no exams.-If it ain’t broke don’t fix it.-Keep doing what you’re doing.-Example for assignments in class. More description of the course.-I would consider using a more structured format from the beginning of the semester to the end. I only state this with the worry of feeling lost in the beginning when trying to understand his format for this class.-Dr. Mugg is by far the best teacher I have ever had, his method is great. He teaches things clearly and makes them easy to understand. I have no complaints.Overview Lower-Level Live Course Evaluations: Indiana University Kokomo Spring 2016Prompt 1: My instructor organized this course well.Average: 4.4/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 3.58/5Lower-Level Live Course Evaluations: Indiana University Kokomo Spring 2016 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.08/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.375/5Lower-Level Live Course Evaluations: Indiana University Kokomo Spring 2016 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 4.17/5Prompt 12: My instructor comments are useful on my written work.Average: 4.25/5Lower-Level Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative FeedbackIntroduction to Philosophy Live Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%00%00%1458%1042%244.420.502. My instructor makes difficult material easily understandable.00%417%625%1042%417%243.580.973. My instructor illustrates relationships among topics.00%14%417%1146%833%244.080.834. My instructor clears up points of?????????????confusion for me and other class00%00%521%1354%625%244.040.69members.?????????????5. My instructor asks questions which challenge me to think.00%14%28%833%1354%244.370.826. My instructor treats students with respect.00%00%14%833%1563%244.580.587. My instructor is regularly available for consultation.00%14%00%1354%1042%244.330.708. My instructor makes me feel free to ask questions in class.14%00%313%1042%1042%244.170.969. My instructor manages discussions?????????????so that they are helpful to my learning.00%28%521%938%833%243.960.9510. The instructor used technology in?????????????ways that helped my learning of00%14%313%1146%938%244.170.82concepts and principles.?????????????11. Grades are assigned fairly and impartially.00%28%313%833%1146%244.170.96Introduction to Philosophy Live Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback (Continued)?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.00%00%417%1042%1042%244.250.7413. My instructor returned written work in a reasonable time.00%14%00%1354%1042%244.330.7014. Course assignments are interesting and stimulating.00%14%729%1250%417%243.790.7815. I know what is expected of me in this course.00%14%14%1354%938%244.250.7416. My grades are an accurate indicator of how much I've learned.00%28%521%1250%521%243.830.8717. I always prepare before coming to class.00%417%521%1042%521%243.671.0118. I developed skill in critical thinking in this course.00%00%729%1042%729%244.000.78Lower-Level Course Evaluations: Indiana University Kokomo Spring 2016 All Qualitative FeedbackIntroduction to Philosophy Live Course Evaluations: Indiana University Kokomo Spring 2016 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-I would keep as is.-It’s a 100 level course don’t make it as difficult as it is.-I thought it was a very interesting and challenged me. Wouldn’t change much.-There’s a lot of information for an entry level Phil class.-Add small assignments or participation for little points.-This course seemed very tough for being 100 level.-More group activities.-I think attendance should be part of the grade as motivation to come.-Grading seemed rather harsh for an introductory level course.-Make commentaries due before class not 11:59 the night before hard to remember to do them.-I think covering a few more controversial topics would be cool.-I like the professor. He’s available and very understanding. It’s philosophy, there’s not much you can do to improve the course.-He needs to focus more on the basics of the course. I feel he teaches this class like a 300 level course when it’s only an intro course. His grading needs to be more adequate also. Grading isn’t all fair I think.Prompt: What could the instructor do to improve the course or their teaching effectiveness?-I would keep as is.-Go over one topic longer and don’t try to cover as much in a semester.-Maybe more group work. They wore helpful when we did.-I enjoyed the clips and videos about the readings. They were helpful and should be used more.-Less units w/more time on the ones he chooses.-Provide more examples on commentaries and maybe make them due sooner so we have time to actually print off notes for class. I feel I’d do better then.-The overall course was good. Maybe a different variety in the type of assignments that are graded. So things other than commentaries and tests.-Go over material slower. This class was definitely too fast for my liking.-Make SFA due 2 nights before class rather than 1 so all students are able to print off power points before class.-Need better notes for understanding the materials.-Teaching effeteness is well. Like how he gives feedback and always redos.-More in class discussion.-While I think the philosophy that learning comes from failure is very noble, please understand that we are more than just students. Being told that we are probably going to fail didn’t exactly give me any confidence to try. I felt very intimidated in this classroom.-You grade very hard, like extremely hard for an intro. I feel like I’m constantly going to fail anything that is assigned/test. Your material is doable after I ask 10+ questions. I just think it’s a little extreme.-More time for discussions. I like group discussion and more homework besides commentaries and exams. .Overview Lower-Level Online Course Evaluations: Indiana University Kokomo Spring 2016Prompt 1: My instructor organized this course well.Average: 4.5/5Prompt 5: The instructor provided feedback to discussions, tests and assignments in a timely manner.Average: 4.5/5Lower-Level Online Course Evaluations: Indiana University Kokomo Spring 2016 (Continued)Prompt 11. Discussions, tests (if applicable), and assignments were scored fairly and consistently.Average: 4.38/5Prompt 12. Use of Canvas online learning management system was effective.Average: 4.44/5Introduction to Philosophy Online Course Evaluations: Indiana University Kokomo Spring 2016 All Quantitative Feedback?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%0?0%00%850%850%164.500.502. Course objectives and learning outcomes were clearly stated.00%0?0%00%850%850%164.500.503. Reading assignments and workload were reasonable and appropriate. 00%0?0%16%850%744%164.380.604. Standards and expectations for student performance were reasonable and appropriate. 00%00%00%956%744%164.440.505. Instructor responded to questions and requests for assistance in a timely manner00%00%16%744%850%164.440.616. The instructor provided feedback to discussions, tests and assignments in a timely manner.00%0?0%00%850%850%164.500.507. The instructor communicated with students regularly and efficiently via email, announcements, and discussion postings.00%0?0%16%850%744%164.380.608. Text readings, video links, web links, handouts, and other assignments and activities contributed to my understanding of course topics.00%16.25%00%163%531%164.190.739. Discussions allowed for adequate interaction with other students enrolled in the course.00%16.25%212.5%637.50%743.75%164.190.8810. The grading system for this course was clearly stated.00%00%00%956%744%164.440.5011. Discussions, tests (if applicable), and assignments were scored fairly and consistently.00%0?0%16%850%744%164.380.6012. Use of Canvas online learning management system was effective.00%00%00%956%744%164.440.50Introduction to Philosophy Online Course Evaluations: Indiana University Kokomo Spring 2016 All Qualitative Feedback-I love the way Mr. Mugg loaded many resources for us to read the assignments and to listen to them and viewthem. I love that because he covered every single way a student may learned or retained the material. I reallyenjoyed the class. I just wished Mr. Mugg have extra credits to make up assignments or for the students that didnot have an A on his course. Only happened one time, my only missing assignment missed was locked 15 minutes prior the actual due date and that withhold me from submitting it, we are not to wait until last minute to submit assignments but if the assignment has a specific time and date due we students expect to have the time frame open to submit the assignment. That particular occasion my family and I were out of state celebrating mybirthdate and we could not get early enough to the hotel but I thought I still have until 11:59 pm to submitted itand that was not the case. A little more flexibility it would not hurt.-Professor Mugg was amazing! Any time I didn't quite grasp a topic, he took the time to respond to my e-mails in a timely manner and was very supportive in my work as a student!-I don't agree with one assignment being worth 50% of grade-Extra credits for each module would of been helpful for the students who did not have an A in the class.-Make sure that the video lectures and PowerPoint s are visible for students.-The instructor expected the students to have assignments in well before the posted due date (i got an email saying i did not turn in an assignment, but it wasn't due until the next week. He said he expected everyone to get it in well before the due date). I did not appreciate that because I organize my time according to what is posted in class.-I just think if he wants assignments in at a certain time, that should be the due date. It is stressful when yourinstructor is emailing you saying you haven't turned in an assignment when it's not even due until the next week.-The professor did a great job of being involved even though this was an online class. Repeatable quizzes along with the video lectures really helped in my learning and understanding of philosophy.Fall 2015Overview Course Evaluations: Indiana University Kokomo Fall 2015Prompt 1: My instructor organized this course well.Average: 4.14/5Prompt 2: My instructor makes difficult material easily understandable.Average Score: 3.57/5Course Evaluations: Indiana University Kokomo Fall 2015 (Continued) Prompt 3: My instructor illustrates relationships among topics.Average: 4.1/5Prompt 5: My instructor asks questions which challenge me to think.Average: 4.28/5Course Evaluations: Indiana University Kokomo Fall 2015 (Continued) Prompt 11: Grades are assigned fairly and impartially.Average: 3.8/5Prompt 12: My instructor comments are useful on my written work.Average: 3.8/5Course Evaluations: Indiana University Kokomo Fall 2016 All Quantitative FeedbackIntroduction to Philosophy (Section 1) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback ?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.314%15%00%629%1152%214.001.452. My instructor makes difficult material easily understandable.314%00%419%943%524%213.621.283. My instructor illustrates relationships among topics.210%15%314%733%838%213.861.284. My instructor clears up points of?????????????confusion for me and other class314%00%210%629%1048%213.951.40members.?????????????5. My instructor asks questions which challenge me to think.419%00%00%629%1152%213.951.536. My instructor treats students with respect.419%00%00%15%1676%214.191.607. My instructor is regularly available for consultation.419%00%00%733%1048%213.901.518. My instructor makes me feel free to ask questions in class.419%00%15%524%1152%213.901.559. My instructor manages discussions?????????????so that they are helpful to my learning.314%15%15%838%838%213.811.4010. The instructor used technology in?????????????ways that helped my learning of210%15%210%838%838%213.901.26concepts and principles.?????????????11. Grades are assigned fairly and impartially.419%00%314%524%943%213.711.52Introduction to Philosophy (Section 1) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback (Continued)?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.419%00%210%733%838%213.711.4913. My instructor returned written work in a reasonable time.419%00%00%838%943%213.861.4914. Course assignments are interesting and stimulating.210%210%419%733%629%213.621.2815. I know what is expected of me in this course.419%00%210%838%733%213.671.4616. My grades are an accurate indicator of how much I've learned.314%314%524%524%524%213.291.3817. I always prepare before coming to class.15%419%1152%210%314%213.101.0418. I developed skill in critical thinking in this course.15%314%314%629%838%213.811.25Introduction to Philosophy (Section 2) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.00%00%29%836%1255%224.450.672. My instructor makes difficult material easily understandable.00%29%627%627%836%223.911.023. My instructor illustrates relationships among topics.00%15%00%941%1255%224.450.744. My instructor clears up points of?????????????confusion for me and other class00%29%29%836%1045%224.180.96members.?????????????5. My instructor asks questions which challenge me to think.00%00%00%732%1568%224.680.486. My instructor treats students with respect.00%00%15%418%1777%224.730.557. My instructor is regularly available for consultation.00%00%15%732%1464%224.590.598. My instructor makes me feel free to ask questions in class.00%00%29%418%1673%224.640.669. My instructor manages discussions?????????????so that they are helpful to my learning.00%29%00%836%1255%224.360.9010. The instructor used technology in?????????????ways that helped my learning of00%15%418%732%1045%224.180.91concepts and principles.?????????????11. Grades are assigned fairly and impartially.00%00%418%941%941%224.230.75Introduction to Philosophy (Section 2) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback (Continued)?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.15%314%418%523%941%223.821.2613. My instructor returned written work in a reasonable time.00%15%29%732%1255%224.360.8514. Course assignments are interesting and stimulating.15%29%418%732%836%223.861.1715. I know what is expected of me in this course.00%00%314%941%1045%224.320.7216. My grades are an accurate indicator of how much I've learned.15%418%732%523%523%223.411.1817. I always prepare before coming to class.15%314%523%836%523%223.591.1418. I developed skill in critical thinking in this course.00%15%314%732%1150%224.270.88Introduction to Ethics (Section 1) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.14%14%28%729%1354%244.251.072. My instructor makes difficult material easily understandable.14%417%521%1042%417%243.501.103. My instructor illustrates relationships among topics.14%00%521%729%1146%244.121.034. My instructor clears up points of?????????????confusion for me and other class14%00%313%1354%729%244.040.91members.?????????????5. My instructor asks questions which challenge me to think.14%00%28%833%1354%244.330.966. My instructor treats students with respect.14%00%00%938%1458%244.460.887. My instructor is regularly available for consultation.14%00%00%1042%1354%244.420.888. My instructor makes me feel free to ask questions in class.14%14%00%938%1354%244.331.019. My instructor manages discussions?????????????so that they are helpful to my learning.14%28%313%938%938%243.961.1210. The instructor used technology in?????????????ways that helped my learning of14%00%28%1250%938%244.170.92concepts and principles.?????????????11. Grades are assigned fairly and impartially.28%28%417%1146%521%243.631.17Introduction to Ethics (Section 1) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback (Continued)?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.14%28%417%1146%625%243.791.0613. My instructor returned written work in a reasonable time.14%00%313%1042%1042%244.170.9614. Course assignments are interesting and stimulating.28%14%833%1042%313%243.461.0615. I know what is expected of me in this course.14%14%28%1458%625%243.960.9516. My grades are an accurate indicator of how much I've learned.14%313%729%1146%28%243.420.9717. I always prepare before coming to class.28%313%1146%521%313%243.171.0918. I developed skill in critical thinking in this course.14%14%729%1042%521%243.711.00Introduction to Ethics (Section 2) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.1. My instructor organized this course well.29%14%14%626%1357%234.171.272. My instructor makes difficult material easily understandable.29%626%417%626%522%233.261.323. My instructor illustrates relationships among topics.14%29%313%835%939%233.961.154. My instructor clears up points of?????????????confusion for me and other class14%29%417%730%939%233.911.16members.?????????????5. My instructor asks questions which challenge me to think.29%00%00%1252%939%234.131.106. My instructor treats students with respect.29%00%14%626%1461%234.301.187. My instructor is regularly available for consultation.29%00%313%730%1148%234.091.208. My instructor makes me feel free to ask questions in class.29%00%313%417%1461%234.221.249. My instructor manages discussions?????????????so that they are helpful to my learning.14%29%00%939%1148%234.171.1110. The instructor used technology in?????????????ways that helped my learning of14%29%29%1043%835%233.961.11concepts and principles.?????????????11. Grades are assigned fairly and impartially.29%313%14%626%1148%233.911.38Introduction to Ethics (Section 2) Course Evaluations: Indiana University Kokomo Fall 2015 All Quantitative Feedback (Continued)?Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeTotalN%N%N%N%N%NMeanStd. Dev.12. My instructor comments are useful on my written work.14%313%626%417%939%233.741.2513. My instructor returned written work in a reasonable time.14%14%29%939%1043%234.131.0614. Course assignments are interesting and stimulating.313%313%313%626%835%233.571.4415. I know what is expected of me in this course.14%29%29%1043%835%233.961.1116. My grades are an accurate indicator of how much I've learned.29%417%313%1043%417%233.431.2417. I always prepare before coming to class.14%29%730%730%626%233.651.1118. I developed skill in critical thinking in this course.14%29%29%939%939%234.001.13Course Evaluations: Indiana University Kokomo Fall 2016 All Qualitative FeedbackIntroduction to Philosophy (Section 1) Course Evaluations: Indiana University Kokomo Fall 2015 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-Course was great. Wouldn’t change it.-This should be a required class. A lot of valuable ideas.-Grade fairly! If you can’t get a good score yourself don’t expect us too.-Nothing. I would have to say is is on of the best instructors I’ve had.-Teach us like we’re 5.-Dumb it down more.-Nothing. It is good.-Course was great but maybe start off a little slower at the beginning to get a full grasp of what is expected.-Help make the topics more understandable and put page numbers of what is expected to be read.-Make it more interactive.-Honestly, I don’t know.-Nothing, I liked it!Prompt: What could the instructor do to improve the course or their teaching effectiveness?-Make it easier to understand the topics-Nothing. You did well! -Maybe some vocabulary type pages before or after class to help remember key terms.-Nothing.-Super fun class. Commentary assignments give a lot of freedom for working. As long as you study the material it isn’t hard.-I don’t know.-N/A –very good.-use more examples applicable to real world situations. -I think he is pretty effective.-Have review sessions before exams and talk through reading before commentaries are assigned.-More modern day arguments and passages. Other than that, everything in this course was great.-Just speak in more laymen’s terms at time and make what is desired reachable. -I think he effectively teaches the course material.-Nothing I can think of.Introduction to Philosophy (Section 2) Course Evaluations: Indiana University Kokomo Fall 2015 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-I really enjoyed this course. I personally like frequent assessments because it helps me track my standing in the course. So quizzes may be helpful in this course. Other than that, I really enjoyed the content of the course.-I think it would be nice if we could go over commentary after due date.-A different classroom. The room, and the dependability of the technology in the room was less than ideal.-More graded assignments.-Great course and content, but the commentaries were hard.-The criteria for assignments is often unclear and the standards for assignments are almost impossible.-Nothing. He’s a good teacher.-No improvement needed.-More discussion on each reading/less readings to discuss longer on the readings.-Nothing it’s great!-Nothing-Explain/ help students understand readings more.Prompt: What could the instructor do to improve the course or their teaching effectiveness?-Nothing. I am a chemistry major and came into course expecting to hate it. But Dr. Mugg’s teaching style made every class enjoyable. By end of semester it was my favorite course and made me wish that I had time beyond graduation to take more philosophy courses.-More relation to current issue.-Clearer instruction for papers. More in class/group assignments.-Keep being enthusiastic about it. If Dr. Mugg was not so excited I would have dropped the course. But he was so excited about it that it made me excited about it.-Continue with framing arguments in class. This doesn’t come naturally, and it was helpful to practice in the classroom.-Somethings are still unclear to me even with some explanation. (Also do more group things like when we were pro-mind, pro-body, pro-memory, or against these things. It was very helpful.-More graded assignments =, to give more chances to raise your grade.-Make things more relatable. This is a hard subject to understand, and you trying to explain it further just makes it worse. Relate it to something I can understand, and make the commentaries due after the discussion so I can stop failing them and actually understand what I’m writing about.-Perhaps be less strict on commentaries.-Do an in class commentary early on in course so those who find them difficult have a better chance of doing well on more of them. Explaining how philosophical writers organize their writing/papers at the beginning of course.-Dr. Muggs is a great instructor and does an excellent job.-Allow us to get 10/10 on commentaries.-I liked that we did an in class commentary. I think it will be helpful to do the fist commentary in class.-Help students understand readings more.Introduction to Ethics (Section 1) Course Evaluations: Indiana University Kokomo Fall 2015 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-I thought Dr. Mugg did an excellent job presenting info and engaging the class.-Re-structure of assignments and re-organization of material taught.-More engaging work.-Add a little more variety to the writing subjects.-Nothing.-Make it more of an intro class.-I think this course needs more grade opportunities b/c some students worry about their grades.-I feel that this course was just a little upper-level for an introductory class.-I am happy with this course’s outcome.-He makes his class where you always feel like you are going to fail.-Topics related to today’s society creates an easier understanding.-Nothing: Mugg is a great teacher [student adds a smile face].-A study guide for test.-Make it more like an intro course.-N/APrompt: What could the instructor do to improve the course or their teaching effectiveness?-It was well organized. I wouldn’t change anything.-Seemed very cocky. The first day we were told the class was hard and he doesn’t give perfect scores. He was a good teacher just cocky.-See above [re-structure of assignments and re-organization of material taught].-More engaging work.-Allow PowerPoints to be accessible before class.-Provide more presentations. -More variable in assignments.-To improve this course I think presentation slide should always be available for student to take notes on.-More little quizzes to help really learn.-I think the course is fine. Has effective teaching style.-I think different grades with more work would improve the grades of the students.-My teacher did a good job of this already.-Don’t make the test and midterm as hard and do quizzes throughout to keep us on our toes and help to remember the material better.-Do group work. Makes it fun and bring able to bounce thoughts and ideas off of classmates is beneficial.-Explain more about the commentaries in class, like do the group one at the beginning.-The only thing I have to say, is that if a student writes a bad review, then its assumed that they received a bad grade. Fix the evaluations.-Base the course on more work rather than just tests and commentaries because I feel like it was hard to learn the material.-Noting for now.-Spend more time explaining each topic.-Give more chances to increase grade with homework.-Grade commentaries at our skill level.-Have more assignments other than commentaries.Introduction to Ethics (Section 2) Course Evaluations: Indiana University Kokomo Fall 2015 All Qualitative FeedbackPrompt: What would you most like to tell the department to help improve this course?-I feel this class was taught more at a 300 level rather than the 100 level.-This is an introductory course but it is treated as a much higher level.-I feel it should have some review quizzes.-I feel like the course did a good job of teaching the material. I like doing group commentaries so maybe more of those.-Make more opportunities to improve grade through the course.-Nothing. I thoroughly enjoyed this course and instructor.-The grading seemed a little extreme. It seemed impossible to get a 10/10 on a commentary.-I feel like the lecture is way more difficult than other 100 level classes I have taken.-This is a 100 level intro course. No reason to have a-k on multiple choice. Rather than fill in the blank.-More feedback on assignments. -More in-class activities less lecturing. -This course is set up in the best way to ensure some sort of educational gain.-Was a bit difficult for an intro class.Prompt: What could the instructor do to improve the course or their teaching effectiveness?-I thought that this course was fair and informative. The instructor asked us to critique the class half way through the semester, and took our suggestions very seriously. This is why I don’t have any critiques now, because they were already accounted for.-Not be as rough on grading commentaries. It should be possible to get a perfect score on an assignment in an intro course and not make it a requirement that it would have to be published material product to receive full points.-Quizzes throughout semester would be perfect.-Have us try to do more group work like how we did towards the end of class. I liked trying to figure them out together before we had discussion.-Just provide more opportunities to improve grade.-Answer to 19 [Nothing. I thoroughly enjoyed this course and instructor].-Slides before class.-Present the material in a more understandable manner.-Realize that some people don’t care/understand philosophy and that other majors have classes that require a lot of time.-I like the test corrections and rewrites because they help us learn from our mistakes.-More feedback-More in-class activities less lecturing.-More things a little clearer…easier to understand.-This course is perfect as/is!-Better participation, make study guides available for tests.-Nothing it’s good. If anything more discussions with the class instead of power point lecture.Fall 2014Course Evaluations as a Course Instructor at York University Fall 2014Prompt 1: Overall, how would you rate this lecturer:Average Score: 4.12/5Prompt 2: Ability to create an atmosphere conducive to learning (e.g., is approachable, stimulates critical thinking, provides a non-discriminatory learning environment):Average Score: 4.17/5Course Evaluations as a Course Instructor at York University Fall 2014 (Continued)Prompt 3: Ability to present ideas and concepts clearly (e.g. presents material in a well organize and logical manner, responds effectively to questions):Average Score: 3.95/5Prompt 4: Ability to present material in an interesting way (e.g. shows enthusiasm for subject matter, makes effective use of examples):Average Score: 4.14/5Fall 2013Course Evaluations as a Course Instructor at George Brown College Fall 2013Prompt 1: The overall effectiveness of the instructor for this course is:Average Score: 3.7/5Prompt 2: Encourages student participation (i.e. by posing questions, through class discussions and/or group work, etc.):Average Score: 3.4/4Course Evaluations as a Course Instructor at George Brown College Fall 2013 (Continued)Prompt 3: Explains Concepts Clearly:Average Score: 3.2/4Prompt 4: Texts and other materials (e.g. videos, handouts, readings, online learning tools, etc.) are informative and help me learn the course material.Average Score: 3.2/4Fall 2013-Summer 2014Course Evaluations as a Course Instructor at Houghton College 2013-2014Prompt 1: Overall, I rate this instructor as an excellent teacher. Average Score: 3.8/5Prompt 2: Overall, I rate this course as excellent.Average Score: 3.8/5Course Evaluations as a Course Instructor at Houghton College 2013-2014 (Continued)Prompt 3: How effective was this course for learning to analyze and critically evaluate ideas, arguments, and points of view. Average Score: 3.8/5Prompt 4: How effective was this course for learning fundamental principles, generalizations, or theories.Average Score: 3.8/5Sample SyllabiIntroduction to PhilosophyCourse Description: Do you really know anything for sure? What is knowledge? Is your mind just your physical brain, or is it a non-physical thing? Could we download your mind to a computer? Do we have free will, or is everything you ever have done and will do predetermined? What is a person? Are you your soul, body, memories, or brain? How do we determine what is right and wrong? Does God exist? Is God’s existence relevant to morality? What does it mean to be a good person, and how can we live happy lives? Every one of these is a philosophical question, and philosophers have spent over 2000 years developing carefully thought out answers to them. They even have reasoned defenses of their answers! In this class, I will give you to tools to develop your own answers to these questions by reading, analyzing, and criticizing opposing philosophical answers to life’s most difficult questions.Course Objectives: Students will be able to distinguish deductive and inductive arguments and identify logical fallacies. Students will be able to use standard form arguments in their writing. Students will develop skills and techniques to critically read, understand, and assess the strengths and weaknesses of philosophic problems and arguments though class activities and assignments both in and out of the classroom.Students will be able to characterize and defend or criticize the following: Justified True Belief Account of Knowledge, Global Skepticism, Foundationalism, Coherentism, Deductive-Nomological Model, Endurantism, Perdurantism, Dualism, Physicalism, Determinism, Free Will, Compatiblism, Conscious Continuity Account of Personal Identity, Deontology, Consequentialism, and Virtue Theory.Students will be able to thoughtfully, respectfully, and coherently engage in verbal and written discussion about the major problems of philosophy and apply what they have learned to their everyday lives.Students will articulate how theories of knowledge, nature, and ethics mutually impact one another.Students will identify explicit and implicit philosophical positions in pop culture literary text, music, and art.Students will learn to learn from their mistakes.Required texts:Perry, John, Michael Bratman, and John Martin Fischer. Introduction to Philosophy: Classical and Contemporary Readings.Other readings will be made available on the course website.Ethics and Civic Engagement In this class, we will discuss, criticize, and question foundational questions and issues. To ensure respectful, thoughtful, coherent, and rational engagement, we will adhere to the following:Any position on the issue covered in class that day is allowed. Once a student has put forth a position, consider that position in the abstract, rather than tethering it to that particular student.We criticize views not people. Any position put forth in class is open to criticism. Students will be called on to support their claims with rational argumentation.In class, we will have discussions, not debates. Students should feel free to change their minds or alter their position during class discussion.If you have a question, comment, or criticism, raise your hand and wait to be called on.If you have a follow-up question on a question, comment, or criticism that was just raised, raise your hand with your index finger pointed toward the ceiling. If any of these norms are violated, the course instructor will gently point this out, ask that students adhere to these norms, and the move on.Evaluations [See below for detailed description]Commentaries (20%): Each student will complete six commentaries throughout the semester. A commentary must not be more than one page, double-spaced, Times New Roman font, 1-inch margins. A commentary should outline the article’s main argument in standard form and provide one criticism. To receive full marks, the student must consider how the author would reply to the criticism. I will hand back commentaries with my comments at the beginning of each class.Paper 1 (15%): This paper is purely expository. Papers must not exceed 3 pages in length double-spaced, Times New Roman font, 1-inch margins. Each student’s paper should contain an introduction paragraph, background section, and a standard form argument.Paper 2 (30%):Papers must not exceed 5 pages in length double-spaced, Times New Roman font, 1-inch margins. Each student’s paper should contain a standard form argument, either the student’s own argument or the argument that the student is criticizing. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. 5% comes from peer review.Midterm Online (15%): Final (20%): Course Reading:DayTopicReading1Course IntroductionSyllabus2-3What is an Argument?Logic Toolkit in Perry et al.4-5Knowledge and justificationPlato, Theaetetus (in Perry et al.)6What is Knowledge?Gettier ‘Is Justified True Belief Knowledge?’ (in Perry et al.)7-9Foundationalism and SkepticismDescartes Meditations 1-3 (in Perry et al.)10How to Write a Philosophy PaperNo reading11Deductive-Nomological ModelHempel, ‘The Function of General Laws in History’12Physicalism and DualismExcerpts from Correspondence between Descartes and Princess Elisabeth of Bohemia.13QualiaJackson, ‘What Mary Didn’t Know’ (in Perry et al.)14Persistence of ObjectsNo reading, 15-16Personal IdentityPerry, ‘A Dialogue on Personal Identity and Immortality’ (in Perry et al.)17MidtermNo Reading18DeterminismExcerpt from D’Holcach, ‘Of the System of Man’s Free Agency’19Free WillExcerpt from Taylor, Metaphysics20CompatiblismExcerpt from Stace, Religion and the Modern Mind21Arguments for God’s ExistenceExcerpt from Aquinas, Summa Theologica (in Perry et al.)Excerpt from Averroes, ibn Rushd22Arguments against God’s ExistenceStump ‘The Problem of Evil’, Excerpt from Russell, Why I am not a Christian (in Perry et al.), 23Skepticism of NaturalismPlantinga, ‘The Evolutionary Argument against Naturalism: An Initial Statement of the Argument’,24Is God Relevant to Morality?Plato, Euthyphro,25ConsequentialismPeter Singer, ‘Famine, Affluence, Morality’ (in Perry et al.)26DeontologyDavid Velleman, ‘A Brief Introduction to Kantian Ethics’ (in Perry et al.)27Virtue EthicsExcerpts from Aristotle, Nicomachean Ethics28AbortionThompson, ‘A Defense of Abortion’ (in Perry et al.)29RacismExcerpt from Appiah, Racisms (in Perry et al.),30ReviewNo readingAssignment Descriptions:CommentariesCourse Objectives 2, 3, 5, 8See Canvas for rubric and sample commentary. Your first commentary will be completed in-class. There are 18 readings for this course. For each of those readings, you may do a commentary, which is due on Canvas at 11:59 PM the night before we cover it in class. You must do at least 6 commentaries. You may do more, in which case I will only count your BEST 6 commentaries toward your grade. Thus, if you fail the first 6 commentaries, but then get Cs on the next 6, and then get As on the next 6, you will have an A for your commentary grade. It is to your advantage to do as many commentaries as you can. Begin the commentary with the thesis of the article. Then outline, in standard form, the author’s argument (doing so correctly moves you into the C range). Next, write an objection you have (doing so moves you into the B range), or that you think one might have. Finally, consider how the author might reply (doing so moves you into the A range). Midterm Course Objectives 1, 4The online midterm will consist of ~30 multiple choice questions (ranging from D-M answers) and ~10 single-word fill-in-the-blank. The midterm focuses on memorization of key positions, arguments, and concepts covered in class (do not memorize historical details). You may re-take the midterm as many times as you wish within the one week it is open.Paper 1 [Exegetical/Expository Paper]Course Objectives: 2, 3, 7General Education Outcome: 3See Online for Grading Rubric. Read the Augustine’s Enchridion parts X-XVII OR Sartre’s ‘Existentialism as a Humanism’Your task is to summarize the thesis and argument within the reading. Your paper should be no more than 3 pages double-spaced, Times New Roman Font. You should have your name at the top of your paper. Your task is not to evaluate Augustine’s/Sartre's position, only to clearly state it. That is, do not tell me if you agree or disagree. Put at least one argument in standard form. This argument could either be Augustine’s/Sartre's, or one that Augustine/Sartre is criticizing. Support your interpretation with citations from the text. Quotes should not be more than a sentence long, and ideally, you will paraphrase and cite the text instead of quoting. Remember, quoting the relevant sentence shows me you recognize what is important, but putting it in your own words show me that you understand that sentence. Please include a work cited section and follow proper citation guidelines. You may use any citation style of your choice (APA, MLA, Chicago, etc.), but please use it consistently. Top of FormBottom of FormPersonal Identity: In class group discussion activityCourse Objectives: 3, 4, 5In this unit we will have a structured group discussion for two days of class. You will divide yourselves into one of six groups (Bodily Identity [For/Against], Soul Identity [For/Against], Memory Theory [For/Against]. When you come in please sit with your group at the start of class. You will be given a sheet of paper with a list of places in the text you will find arguments for/against your theory. For the first 45 minutes, your group will search the text, outline the arguments, and prepare to present them to the class. These arguments and positions will be on the test, and your classmates are counting on you to teach them! Each group will get a chance to present arguments for (or against) the position they have been assigned. This will be followed by questions from other groups/myself. For each view, we will begin with the 'for' group, followed by the 'against' group. I will act as a moderator in the discussion. Paper 2 [Philosophy Paper]Course Objectives: 2, 3, 4, 6See Canvas for Grading Rubric. See the ‘How to Write a Philosophy Paper’ PowerPoint and video lecture on Canvas. Each student’s paper must be based upon one of the questions outlined below. Papers must not exceed 5 pages in length double-spaced, Times New Roman font, 1-inch margins. Each student’s paper should contain a standard form argument, either the student’s own argument (in the ‘Argument’ section) or the argument that the student is criticizing (in the ‘Explication’ section). Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. Your paper should be outlined as follows:?Introduction: tell me what question you are answering (in your own words) and how you answer it, which is your thesis (e.g. ‘I will argue that functionalism is false because it fails to account for consciousness’, or ‘I will defend functionalism from the claim that it cannot account for qualia.’). (1/4 -1/2 page)Explication: say a little bit about what the view is that you are attacking or defending. If you use jargon (like qualia), define it here. This section should be very short. Only include what is essential to understanding the paper here. It is up to you to figure out what is most important to the paper. Part of the point of this assignment is forcing you to distill a lot of information into a short summary section. (1/2-1 page)Argument: ‘argument’ means ‘reasoned defense’. What is the evidence for this view? How would you justify your view? Think of your reader as someone who disagrees with your view and you are trying to convince them. (1-1 ? page)Objection and reply: how might someone who disagrees with you reply to your argument in the above section? How might you reply? Write one short paragraph explaining the objection, and then a second paragraph outlining your reply. (NOTE: Your reply cannot simply reassert your own position, it should be an original response to the objection.) (1- 1 ? page)Work cited. You may use APA or MLA. (does not count against your page count).This paper must not be longer than 5 pages (I suspect most papers will be shorter than 4 pages). Conciseness is a virtue! Do not add in ‘fluff’ to increase your word count. You will not be penalized for having a paper shorter than 5 pages.Paper Topic:1. Read Churchland's Paper on Eliminative Materialism (the view that the mental will be eliminated by neuroscience). Is Churchland right in thinking that we will/should eliminate mental talk?2. If you would like to write your paper on a different topic, contact your instructor for approval at least 2 weeks before the due of FormBottom of FormPaper 1 and 2 RewritesCourse Objectives: 2, 3, 4, 6, 7, 8These assignments are optional. If you are happy with your Paper 1/Paper 2, you do not need to rewrite. If you are unhappy with your performance, then, using my feedback, rewrite your paper. FinalCourse Objectives: 1, 3, 4, 5, 6General Education Outcomes: 1, 2The final is comprehensive. It will consist of 4-6 short essay questions (~300 words each). You will be given some choices. However, the choices will be set such that you will have to discuss ethics (the final module of this course). For each question, you will be asked to (1) characterize a position and either defend or criticize that position or (2) apply an ethical theory to a real life situation and assess the merits of that ethical theory’s application. ~30% of your grade for each question comes from correctly characterizing the view, ~70% comes from your own critical analysis. In all cases, explaining the theory with YOUR OWN examples Introduction to EthicsCourse Description: This course offers a topical introduction to philosophy through classical and contemporary readings. This course is divided into five sections: epistemology, metaphysics, philosophy of mind, philosophy of religion, and normative theory. We will explore questions such as the following: What is knowledge? What can we know and how can our beliefs be justified? What is the relation between the mind and the body? Do we have free will? What is a person? How can objects persist? How do we determine what is right and wrong? Does God exist? Is God’s existence relevant to morality? Course Objectives: Students will be able to distinguish deductive and inductive arguments and identify logical fallacies. Students will be able to use standard form arguments in their writing. Students will develop skills and techniques to critically read, understand, and assess the strengths and weaknesses of philosophic problems and arguments though class activities and assignments both in and out of the classroom. Students will be able to characterize and defend or criticize the following: Deontology, Consequentialism, Virtue Theory, Divine Command Theory, Sentimentalism, and Rights-Based Ethics. Students will be able to thoughtfully, respectfully, and coherently engage in verbal and written discussion about the major problems of ethics and apply what they have learned to their everyday lives.Ethics and Civic EngagementIn this class, we will discuss, criticize, and question foundational questions and issues. To ensure respectful, thoughtful, coherent, and rational engagement, we will adhere to the following:Any position on the issue covered in class that day is allowed. Once a student has put forth a position, consider that position in the abstract, rather than tethering it to that particular student.We criticize views not people. Any position put forth in class is open to criticism. Students will be called on to support their claims with rational argumentation.In class, we will have discussions, not debates. Students should feel free to change their minds or alter their position during class discussion.If you have a question, comment, or criticism, raise your hand and wait to be called on.If you have a follow-up question on a question, comment, or criticism that was just raised, raise your hand with your index finger pointed toward the ceiling. If any of these norms are violated, the course instructor will gently point this out, ask that students adhere to these norms, and the move on.Required Texts:Pojman, Louis. (2005). How Should we Live? An Introduction to Ethics. Wadsworth.Cahn, Steven and Peter Markie. (2009). Ethics: History, Theory and Contemporary Issues, 4th Edition. Oxford University Press.Course Reading:DayTopicReading1Course IntroductionSyllabus2What is an Argument?Logic Toolkit (online)3Why Morality?Pojman Ch 14Why Morality?Pojman Ch 25Moral Relativism and SentimentalismHume A Treatise of Human Nature, (CM p. 276-287)Recommended: Pojman Ch 36Moral Relativism and SentimentalismHume A Treatise of Human Nature, (CM p. 276-287)Recommended: Pojman Ch 37Ethical ObjectivismPojman Ch 48Is God Relevant to Morality?Plato, Euthyphro (CM p. 5-15)9Is God Relevant to Morality?Pojman Ch 510Utilitarianism AppliedPeter Singer, ‘Famine, Affluence, Morality’ (CM11UtilitarianismBentham Introduction to the Principles of Morals, (CM p. 353-361)Recommend: Pojman Ch 612UtilitarianismBentham Introduction to the Principles of Morals, (CM p. 353-361)13UtilitarianismMill Utilitarianism (CM p. 362-380)14UtilitarianismMill Utilitarianism (CM p. 380-395)15Deontology16DeontologyDavid Velleman, ‘A Brief Introduction to Kantian Ethics’17DeontologyKant, Groundwork (CM)18DeontologyPojman Ch 719DeontologyPojman Ch 7 (In class Commentary)20Virtue EthicsPojman Ch 8 Paper 2 Rough Draft Due, In class peer review21Virtue EthicsAristotle, Nicomachean Ethics, (CM p. 124-132) Peer Review Due22Virtue EthicsAristotle, Nicomachean Ethics, (CM p. 132-147)23Rights-Based EthicsPojman Ch 9 Paper 2 Due24Moral Psychology: Introduction‘Moral Philosophy Meets Social Psychology’ Harman25Moral Psychology: Situationism‘Moral Character’ Section 5, Stanford Encyclopedia of Philosophy 26Moral Psychology: Dual-Process and Morality‘Dual Processes and Moral Rules’ Mallon and Nichols27ReviewCritical Thinking*Note: I taught this as a condensed 6 week summer class. The ‘Levels Approach’ to grading is adapted from Cahill and Bloch-Schulman (2014).Course Description: This course is designed to teach students how to critically engage with arguments and questions of all kinds: students will learn how to reason clearly and critically. The first half of this course focuses on logic, the second half focuses on application of logic. Students will learn frequent reasoning fallacies, valid inference forms (such as Affirming the Antecedent, Denying the Consequent, Disjunctive Syllogism, etc.), how to assess validity of categorical syllogisms, how to critically engage empirical evidence for a claim, and how to identify heuristics and biases. This course is designed to impart skills to students that need to be honed in and out of the classroom. To this end, students will have weekly homework assignments to ensure mastery of course material. Students will also critically evaluate newspaper articles, editorials, and short scientific articles.Course Objectives:Students will be able to identify arguments in written texts, both philosophical texts, newspaper editorials, and other texts. Students will identify explicit and implicit arguments in pop culture, literary text, music, and art. Students will be able to distinguish deductive and inductive arguments and identify logical fallacies. Students will be able to symbolize arguments in order to check their validity. Students will be able to use Venn diagrams to check if categorical syllogisms are valid. Students will be able to criticize conclusions drawn from experimental data. Students will be familiar with informal and formal reasoning fallacies, common reasoning errors identified by the heuristics and biases research program, and critically engage the moral implications of racial and sexist implicit biases. Students will be familiar with the distinction between process and product approaches to argumentation and be able to use both approaches in analyzing arguments. Students will learn to learn from their mistakes.Required texts:Munson and Black The Elements of Reasoning.Gilbert Arguing with PeopleArticle will be made available onlineGrading Information:Level System Quizzes/Writing AssignmentThe content in this class builds on itself. As such, if a student has not mastered the content from the beginning topics, they will not be ready to learn the later content. As such, it is counterproductive for students to attempt to learn new content when they have not mastered previously covered content. In this class, quizzes and writing assignments will follow the ‘levels model’. On this model, which is based on the principles of a video game, students will take each quiz when the instructor believes they have mastered the relevant skill. Students are not penalized for failing a quiz, and may retake the quiz as many times as they need to (though exact questions will change). You must receive at least a 90% on a quiz to be allowed to move on to the next quiz. Grading for the Quizzes/Writing Assignments are as follows:Grading Information:Completes:Points for LevelTotal Points for CourseHighest Possible Grade PossibleLevel 15050Level 2100150Level 3100250Level 450300Level 5100400Level 6100500Level 750550Level 8100650DLevel 950700C-Level 10100800B-Level 11100900A-Level 1250950ALevel 13501000A+ Homework/ Group WorkIn order to show proficiency in a skill and readiness to take a Level Quiz, students must complete homework assignments (even questions only). Group work will focus on homework sets (odd questions), the answers of which are in the back of the book. Homework does not directly count towards your grade, but is necessary in order for you to move forward in taking Level Quizzes.Class Set-up1:00-1:05: Attendance and Housekeeping: Hand in Homework1:05-2:00 Question and answer about reading2:00-3:00 Individual Work [Taking Quizzes, Doing Homework/Reading, Going over homework with Instructor, etc.]3:00-4:15 Group Activities [Odd Problems, at least the first two from each section before moving to Even Problems]Reading and Homework Schedule:DayTopic/Course OutcomeReadingHomework and Assignments1Course Introduction: What is an argument?Course Outcome (CO) 1Syllabus M&B Ch 1: Recognizing ArgumentsMunson and Black p. 10-13 (is it an argument?, identify the unstated premise)Quiz Level 1 Available [Syllabus] 502Identifying the structure of arguments.CO 1M&B Ch 2 Analyzing ArgumentsM&B p. 24-27 (argument or explanation, identify premises/indicator words/conclusions)Quiz Level 2 Available [Argument? Argument Flowchart] 1003Validity and SoundnessCO 2M&B Ch 3: Evaluating Arguments p. 28-42M&B p. 35-36, (is this argument in English valid/ sound, identify the inference), 42-44 (Valid, Non-deductively Successful)Quiz Level 3 Available [Validity, Soundness, and Induction] 1004Complex Arguments, Standard Form, Formal Reasoning FallaciesCO 2, 3M&B Ch 3: Evaluating Arguments p. 44-47, and Ch 4: Some Valid Argument Forms 49-63M&B p., p. 46-48 (What is wrong with this argument?), p. 52 (Symbolizing arguments), 57-59 -From p. 70, Memorize: HS, DS, Conj, Simp, Add, Denying the Antecedent, and Affirming the Consequent.Quiz Level 4 Available [Checking Validity Using Inference Rules] 50(Symbolizing Arguments, Using Symbolization to Check for Validity), p. 61-63 (SFA)Quiz Level 5 Available [SFA and Validity] 1005Categorical ReasoningCO 4M&B Ch 5: More Valid Argument Forms: Categorical Reasoning and Venn DiagramsM&B p. 81, 87-89 (using Venn diagrams to assess validity of categorical syllogisms)Quiz Level 6 Available [Validity of Categorical Logic] 1007Establishing CausalityCO 5M&B Ch 6: Causal AnalysisM&B p. 104-108 (identify causal concept, necessary versus sufficient conditions, using Mill’s methods for identifying causation, discussing experimental investigation)Quiz Level 7 [Causation] Available 508Inductive Arguments Reasoning from Experimental DataCO 2, 5M&B Ch 7: Argument by Analogy and Models, Recent articles from Scientific America will be providedM&B p. 116-123 (restating arguments by analogy and pointing out strengths/weaknesses, drawing the factual/normative judgment distinction) Quiz Level 8 Available [Induction and Empirical Reasoning] 100Paper Level 9 Available [Analyze an article of your choice. Suggest an additional control, critically evaluate whether causality has been established, and what would be required to establish it.] 509Reasoning Fallacies (Review of Formal Fallacies and Intro to Informal Fallacies)CO 6M&B Ch 8: Errors in Reasoning: FallaciesM&B p. 140-145 (identifying arguments/assessing validity/assessing if they commit an informal fallacy.)Quiz Level 10 Available [Logical Fallacies] 10010Clarity in Argument and WritingCO 2, 6M&B Ch 10: Vagueness and AmbiguityM&B p. 173-174 (identifying vague/ambiguous words and phrases, evaluating solutions to vagueness, identifying deliberately vague language, explaining why vagueness matters to particular arguments)Quiz Level 11 Available [Vagueness and Ambiguity] 10011Moral Implications of Implicit BiasCO 6Devine ‘Implicit Prejudice and Stereotyping’Writing Assignment: Summary of article. Use SFA.Paper Level 12 Available [Take-home paper: ] 5012Argumentation TheoryCO 7Arguing with People Ch: 1 and 2Writing Assignment: Summary of Gilbert. Use SFA.Paper Level 13 Available [Take-home paper: What will you use the skills from this class for?] 5013No readingFinal day to take level/ turn in workIntroduction to Philosophy of Mind (Third year level)Course Description: This course explores key problems and solutions in the philosophy of mind. We will explore questions such as the following: What is the relation between the mind and the body? How do we individuate mental states? How can we know that others have minds? Do propositional attitudes exist, or will they be replaced in a future science? How can mental properties emerge from physical properties? Is it possible for a computer to attain consciousness? Are mental processes identical to neurological processes? Our examination of philosophical accounts answering these questions will include the following: Cartesian Dualism, Leibnizian Dualism, Behaviorism, Type-Type Identity Theory, Metaphysical Functionalism, Instrumentalism, and Eliminativism.Course Objectives: Students will be able to identify and characterize these problems: the problem of other minds, the problem of mental over-causation, and the problem of emergence of the mental. For each major philosophical theory studied in this course (Cartesian Dualism, Leibnizian Dualism, Behaviorism, Type-Type Identity Theory, Metaphysical Functionalism, Non-Reductive Materialism, Representationalism, Instrumentalism, and Eliminativism), students will be able to describe how propositional attitudes are individuated on that theory, how that theory solves (or tries to solve) each philosophical problem outlined in the course, and who the main advocates of that theory are or were. Students will be able to identify arguments for and against these positions and assess their validity. Required texts:Required: Heil, John. Philosophy of Mind: A Contemporary Introduction. Third Edition. Oxford University Press: Oxford, 2013.Recommended: Heil, John. Philosophy of Mind: a Guide and Anthology. Oxford University Press: Oxford, 2004.Evaluations:Commentaries (20%): Each student will complete at least ten commentaries throughout the semester. A commentary must not be more than one page, double-spaced, Times New Roman font, 1-inch margins. A commentary should outline the article’s main argument and provide one criticism. To receive full marks, the student must consider how his or her opponent would reply to the criticism. Student may complete more than 10 commentaries, in which case I will only count the best 10 commentaries toward their grade.Paper 1 (15%): This is an expository paper. Student should not engage in critical evaluation of the argument. The purpose of this assignment is to clearly state the position and argument. Papers must not exceed 3 pages in length double-spaced, Times New Roman Font, 1-inch margins. Each paper should contain a standard form argument. Paper 2 (25%): Papers must not exceed 4 pages in length double-spaced, Times New Roman Font, 1-inch margins. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. (5% comes from peer review (in class)).Paper 3 (40%):Papers must not exceed 8 pages in length double-spaced, Times New Roman Font, 1-inch margins. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. 5% comes from peer review (in class).Course Reading:DayTopicReading1Course Introduction/ ArgumentsSyllabus2Dualism: CartesianHeil (Intro): Chapters 1-23Dualisms: Parallelism, IdealismHeil (Intro): Chapters 1-24Contemporary DualismHeil (Intro): Ch 35BehaviorismHeil (Anthology): Ch 49 Lowe ‘Non-Cartesian Dualism’6Type-Type Identity TheoryRyle ‘Descartes’ Myth’ Recommended: Heil (Intro) Ch 47Type-Type Identity TheoryHeil (Intro) Ch 58Metaphysical FunctionalismHeil (Anthology) Ch 8: Smart ‘Sensations and Brain Processes’9Metaphysical FunctionalismHeil (Intro) Ch 6 10Representational Theory of MindHeil (Anthology): Ch 10 Lewis ‘An Argument for the Identity Theory’Recommended: Heil (Anthology) 11, 12, 1311Representational Theory of MindHeil (Intro) Ch 712InterpretationalismHeil (Anthology(15: Searle ‘Minds, Brains, and Programs’Recommended: Heil (Anthology) 1213Heil (Intro) Ch 8 14EliminativismHeil (Anthology) 19 Dennett ‘Three Kinds of Intentional Psychology’Recommended: Heil 18, 20, 2115EliminativismHeil (Intro) Ch 9, Heil (Anthology) 24: Rudder Baker ‘Cognitive Suicide’ and Stanford Encyclopedia of Philosophy ‘Eliminative Materialism’ Section 4 ‘Arguments Against Eliminative Materialism’ Recommended: Heil (Anthology) 22, 2316Consciousness and QualiaHeil (Intro) Ch 10 17Consciousness and QualiaHeil (Anthology) 29: Nagel “What it’s like to be a bat”Recommended: Heil Anthology 34, 35, 43, 44, 4618MysterianismHeil (Anthology) McGinn 19Non-Reductive PhysicalismHeil (Intro) Ch 11Recommended: Kim ‘Mental Causation’20Property Dualism/ EmergentismBroad ‘Mechanism and its Alternatives’ (Excerpt) [Canvas]There are ~10 sessions still available. Additional topics and readings will be determined by the students in this class. Anything in the Heil Anthology can be added to the syllabus. Below are some topics, with my estimate of how long the topic will take for us to cover. We will vote, by secret ballot, as to which topic(s) we will cover in week 8 of this class.What are emotions? Are they reducible to belief and desire, neurological processing, or perceptual states? How can neuroscience, psychology, and philosophy contribute to our understanding of the emotions? Are emotions governed by rationality, or are the arational? Are emotions essentially defective, unreliable, or bad? [6-7 sessions]How is mental content determined? What are mental concepts? What is ‘meaning’? [2-3 class sessions. Read Putnam, Burge]What can we say about the mind by looking at the brain? Can we engage in backwards inferencing from neuroscience to psychology? [1-2 class sessions]What does religion have to do with the mind-body problem? What does the resurrection imply about the mind-body problem? [1-2 class sessions]What are the most promising reductive theories of consciousness? [2-4 class sessions]What are beliefs? Do we can control over our beliefs and can there be an ethics of belief? [2-4 class sessions, Feldman, Huss] Does the mind/cognition extend outside of our heads? Does it include our smart-phones? [1-2 class sessions, Clark and Chalmers, Clark] What is a mental ‘module’, and is the mind ‘massively modular’? [2-5 class sessions, Fodor’s Modularity of Mind, Stanford Encyclopedia of Philosophy on Massive Modularity]Panpsychism. [1 class session, Strawson ‘Realistic Monism: Why Physicalism Entails Panpsychism’] Philosophy of Science (Third Year Level)Course Description: In this course, you read, criticize, and analyze philosophical views about science and develop your own view of science. Some of the questions we will address are: What is a scientific explanation? What is the difference between science and pseudo-science? Scientific theories tend to be displaced by newer theories. Does this imply that our currently best theories are probably false? Is science just the amalgamation of new information about the empirical world? How does scientific change work? How should we go about testing hypothesis? Can science prove or disprove anything? Potential questions (depending on student interest) include: How does science differ from other disciplines? Does it differ at all? Can/should scientific explanations replace religious explanations? Is a religious outlook necessary for the scientific outlook? Course Objectives: Students will develop skills and techniques to critically read, understand, and assess the strengths and weaknesses of philosophic problems and arguments through class activities and assignments both in and out of the classroom. Students will be able to characterize and defend or criticize the following: Scientific Realism, Scientific Instrumentalism, Paradigm Shift, ‘Normal Science’, Falsifiability, Confirmation, Verificationism. Students will be able to thoughtfully, respectfully, and coherently engage in verbal and written discussion about the major problems of philosophy and apply what they have learned to their everyday lives.Required Books:Required: Kuhn, Thomas. The Structure of Scientific Change. University of Chicago Press.Required: Polanyi, Michael. The Tacit Dimension. University of Chicago Press.Required: Okasha, Samir. Philosophy of Science: A Very Short Introduction. Oxford University Press.Grading InformationPaper Rewrites: Students may rewrite Papers 2 and 3. Rewrites will be due ~2 weeks after the day they are handed back. Commentaries (20%): Each student will complete at least ten commentaries throughout the semester. A commentary must not be more than one page, double-spaced, Times New Roman font, 1-inch margins. A commentary should outline the article’s main argument and provide one criticism. To receive full marks, the student must consider how his or her opponent would reply to the criticism. Student may complete more than 10 commentaries, in which case I will only count the best 10 commentaries toward their grade.Paper 1 (15%): This is an expository paper. Student should not engage in critical evaluation of the argument. The purpose of this assignment is to clearly state the position and argument. Papers must not exceed 3 pages in length double-spaced, Times New Roman Font, 1-inch margins. Each paper should contain a standard form argument. 5% for peer-review (in class).Paper 2 (25%): Papers must not exceed 4 pages in length double-spaced, Times New Roman Font, 1-inch margins. Each paper should contain a standard form argument, either the student’s own argument or the argument that the student is criticizing. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. (5% comes from peer review (in class)).Paper 3 (40%):Papers must not exceed 8 pages in length double-spaced, Times New Roman Font, 1-inch margins. Each paper should contain a standard form argument, either the student’s own argument or the argument that the student is criticizing. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. 5% comes from peer review (in class).Reading ScheduleDayTopicReading1Course Introduction, What is an Argument?SyllabusEssential Background/Core Problems in Philosophy of Science2What is Scientific Reasoning?Okasha p. 12-17, Chapter 2Recommended: Okasha p. 1-113Falsification/VerificationismPopper ‘The Problem of Induction’4Projectability Goodman ‘The New Riddle of Induction’5Deductive-Nomological ModelCarnap ‘The Value of Laws: Explanation and Prediction’Recommended: Hempel ‘Two Basic Types of Scientific Explanation’6In-Class Peer ReviewBring 3 copies of you paper.7UnderdeterminationPaper 1 Due at 11:59PMRequired: Stanford ‘Scientific Underdetermination’ Recommended: Quine ‘Two Dogmas of Empiricism’Kuhn: The Structure of Scientific Revolutions8Kuhn: Intro and Normal ScienceCh I-IV, Recommended: Okahsa Ch 59Kuhn Ch V-VIII10Kuhn Ch V-VIII11Kuhn Ch XI-X12Kuhn Ch XI-XIII13Kuhn Ch XI-XIII14KuhnPostscript15Science and SocietyPolanyi Ch 116Science and SocietyPolanyi Ch 2 17In Class Peer-Review of Paper 2 18Paper 2 Due at 11:59PMPolanyi Ch 3What is a Scientific Explanation? Beyond the D-N Model19ExplanationOkasha Ch 3Recommended: Woodward ‘Scientific Explanation’ Stanford Encyclopedia of Philosophy20ExplanationKitcher, ‘Explanatory Unification’21ExplanationNagel, ‘Issues in the Logic of Reductive Explanations’22ExplanationFodor, ‘Special Sciences (or: The Disunity of Science as a Working Hypothesis)’ 23ExplanationWoodward, ‘The Manipulability Conception of Causal Explanation’24*Science and ReligionPlantinga SEP articleRecommended: Plantinga Where the Conflict Really Lies25*Science and ReligionSober ‘Why Methodological Naturalism?’Recommended: Sober ‘Evolution without Naturalism’26*Science and ReligionKitcher ‘The many-sided conflict between science and religion’Recommended: Kitcher Living with Darwin27*Natural KindsHawley and Bird ‘What are Natural Kinds’Recommended: ‘Natural Kinds’ SEP28*Natural KindsBoyd 1999 ‘Homeostatic Cluster Kinds’29*Natural Kinds: Khalidi ‘Natural Kinds as Nodes in Causal Networks’30*In Class Peer-Review of Paper 3The days with * next to them were initially left blank. The students in my class selected the topics for these days from the list below. Within some scientific domains, there are ‘scientific laws.’ What are ‘laws of nature’? Are these laws necessary or contingent? Are these laws grounded in objects, properties, or what? [3-5 sessions, Potential readings: Cartwright, Dtetske, Mellor]Natural kinds permeate the sciences (e.g. water, tigers, boson-higgs particles, pain, innate). What are natural kinds? Do they have an essence—some property that all and only members of that kind share? [3-5 sessions, Potential readings: Khalidi, Machery, Sober, Hacking] Topics in biology: how does speciation work? Should we distinguish species based on evolutionary history or morphological differences? [2-3 sessions, Potential readings: Godfry-Smith]Topics in physics: what is ‘space’? Is there ‘absolute’ space or only ‘relative’ space? [2 sessions]How does culture impact the way that science is performed? Is qualitative science less valuable than quantitative science? Does ‘scientific’ reasoning favor a male version of reasoning? Is all scientific reasoning relative (as Barns and Bloor claim)? [2-7 sessions, Potential Readins: Longino, Code, Polanyi, Mill]What is the relation between science and religion? Can scientific claims ever conflict with religious claims? If so, how can these differences be resolved? We will likely use modern evolutionary theory as a case study in examining these questions. [3-7 sessions, Potential readings: Plantinga, Sober, Kitchner]Is the question ‘Does God exist?’ a scientific question? Can science every prove/disprove God’s existence? [2-3 sessions, Potential readings: Plantinga, Sober, Kitchner]Realism/Antirealism: Do the entities that science discovers ‘exist’? [Okasha Ch 4]Problems in Ethics: Racism (Third Year Level)Course Description: The goal of this course is to draw connections between work in critical race theory and recent developments in moral psychology. We will explore questions such as: What is racism and is it wrong? If so, why? What forms does racism take? Must racism be ‘explicit’? Is ‘implicit’ racism morally less wrong than ‘explicit’ racism? If racism can be implicit, who bears responsibility for it? The individual, community, society or some combination? This course is divided into two parts. In the first half, we will discuss critical race theory, including the nature of race and racism. In the second half, we will explore how recent research in the social psychology of racism should impact our views of 1) the nature of racism 2) policy regarding the use of race as a category and 3) the ethical responsibilities of individuals in a racialized society. Course Objectives: Students will be able to distinguish subjective, intersubjective, and objective accounts of race. Students will be able to apply specific normative ethical theories to racism both in the classroom and in their communities. Students will be able to critique, defend, and question public policies on race and race-relations in the United States. Students will be able to thoughtfully, respectfully, and coherently engage in verbal and written discussion about the major problems of ethics and apply what they have learned to their everyday lives.Required Books:Brownstein and Saul (ed), Implicit Bias and Philosophy volume 2Kwame Anthony Appiah and Amy Gutman, Color Conscious (CC)Charles Mills The Racial Contract (TRC)Grading InformationCommentaries (20%): Each student will complete at least ten commentaries throughout the semester. A commentary must not be more than one page, double-spaced, Times New Roman font, 1-inch margins. A commentary should outline the article’s main argument in standard form and provide one criticism. To receive full marks, the student must consider how his or her opponent would reply to the criticism. I will hand back commentaries with my comments at the beginning of each class. Student may complete more than 10 commentaries, in which case I will only count the best 10 commentaries toward their grade.Paper 1: Exegetical Paper (20%):This is a purely expository paper. Student should NOT engage in critical evaluation of the argument. The purpose of this assignment is to clearly state the position and argument. Papers must not exceed 3 pages in length double-spaced, Times New Roman Font, 1-inch margins. 5% comes from peer review (in class).Paper 2: Philosophical Paper (30%): Papers should be ~5-8 pages in length double-spaced, Times New Roman Font, 1-inch margins. The paper should have a clear thesis and argument for that thesis. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument. 5% comes from peer review (in class).Assignment 3: Two OptionsOption 3A: Philosophy paper (30%):Papers should be ~8-12 pages in length double-spaced, Times New Roman Font, 1-inch margins. The paper should have a clear thesis and argument for that thesis. Each paper should include an objection section in which the student clearly outlines and responds to ONE objection to his or her argument.Option 3B: Experiential Learning (30%):Film Analysis (10%): Papers must not exceed 5 pages in length double-spaced, Times New Roman Font, 1-inch margins. You will watch a film where race is a major theme (e.g. Straight Outta Compton, Zootopia, Crash, Finding Forrester). You will critically analyze how that film deals with race. You need to go deeper than ‘character X was racist, and that was bad.’ You should bring what you have learned in this class to analyze the way the movie portray the nature of racism itself. How did the film portray race/racism? Is that the right way to characterize it?Final Project: Race in Kokomo/Indiana (20%):Consider what you have learned in this class. What is your community doing right, what is it doing wrong? What do people in your community need to know about race? Are there arguments that people need to hear? Are there policies that need to be changed? The purpose of this assignment is to get you out of the classroom and apply what you have learned. Create/do something for your community using what you have learned in this class. This could include a: petition, brochure to be handed out on campus/at First Friday, piece of artwork, play, song, youtube video, start of a blog/vlog, a carefully worded letter to City Hall, your State, or US Representative. The possibilities are endless. The final project me be approved by your instructor.Course Reading:DayTopicReading/Watch/Listening1Course Introduction Syllabus, ‘How to Read Philosophy’ by Concepcion (p. 358-367), ‘How I learned to Stop Worrying and Love Discussing Race’ Jay Smooth2What is ‘Race’?Mallon, ‘Passing, Traveling, and Reality: Social Construction and the Metaphysics of Race’ (available through IUK library)Philosophers on Rachel Dolezal: here.Recommended: Mallon and Kelly, ‘Making Race out of Nothing’; Marshal ‘Racial Classifications’3What Counts as ‘Racism’?Appiah (2002) ‘Racism: History of Hatred: A review of Geroge Grederickson’s Racism: A Short History’, New York Times, August 4. 4What Counts as ‘Racism’?Faucher and Machery ‘Racism: Against Jorge Garcia’s Moral and Psychological Monism’ 5Color Conscious (CC)Color Conscious (CC) Introduction 1-29 (Wilklins Intro)6Color Conscious (CC)CC 30-73 (Appiah part 1)7Color Conscious (CC)CC 74-105 (Appiah part 2)8Color Conscious (CC)CC 106-138 (Gutman parts 1-3) [Chris Crass Presentation]9Color Conscious (CC)CC 139-178 (Gutman parts 4-5)10Color Conscious (CC)CC 179-185 (Appiah Epilogue) 11ContractarianismHobbes, pdf on CanvasKayne: ‘No Church in the Wild’ Paper 1 Rough Draft due/In-class peer-review12Epistemologies of IgnoranceIn-Class watching clips from The InsiderRecommended: Gil-White, ‘Are Ethnic Groups Biological ‘Species to the Human Brain?’13The Racial ContractThe Racial Contract (TRC) Mills 1-18 (Intro and first half of Overview) Paper 1 Due at 11:59 PM14The Racial ContractTRC 19-40 (second half of Overview)15The Racial ContractTRC 41-62 (first half of Details)16The Racial ContractTRC 63-90 (second half of Details)17The Racial ContractTRC 91-119 (first 2/3 of ‘Naturalized’ Merits) [Eric Love Presentation]18The Racial ContractTRC 120-135 (last 1/3 of ‘Naturalized Merits)19The Racial ContractRead: Haslanger; Watch: Sommers20BlacklivesmatterWatch: The Funky Academic; Read: Olasov; 21Peer Review DayPaper 2 Rough Draft Due (In-Class Peer Review)22Ethics and Elimination of ‘Race’Kelly, Machery, and Mallon ‘Race and Racial Cognition’ 23Why Care about Psychology?Kelly and Roedder ‘Racial Cognition and the Ethics of Implicit Bias’ (Philosophy Compass)Recommended: Brownstein ‘Implicit Bias’ Paper 2 Due24Moral Psychology, Implicit Bias, and RacismKelly, Faucher, Machery, ‘Getting Rid of Racism: Assessing Three Proposals in Light of Psychological Evidence’25ResponsibilityWashington and Kelly ‘Who’s Responsible for This? Moral Responsibility, Externalism, and Knowledge about Implicit Bias’26ResponsibilityGlasgow ‘Alienation and Responsibility’ [Deepa Iyer Presentation]27ResponsibilityZheng ‘Attributability, Accountability, and Implicit Bias’28Guest Presentation by Lacey Davidson (Purdue University)Sie and van Voorst Vader-Bours ‘Stereotypes and Prejudices: Whose Responsibility? Indirect Personal Responsibility for Implicit Bias’Additional Reading will be provided by Davidson29ResponsibilityFaucher ‘Revisionism and Moral Responsibility for Implicit Attitudes’ (must be logged into academia.edu or Facebook to download).30General DiscussionPaper 3 Peer Review ................
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