Philosophy & Religious Studies



Assessment of Student Learning OutcomesDegree Program ReportCollege: Arts and Humanities Department: Philosophy & Religious Studies Program: Philosophy & Religious Studies Degree: Bachelor of Arts Prepared by: Cynthia CoeAcademic Year of Report: 2014-151. What student learning outcomes were assessed this year, and why?We assessed all department goals and student learning outcomes, because most of the tools we use assess multiple learning outcomes. It is easier to assess all of them every year, rather than revise the tools year to year. (See chart.)2. How were the student learning outcomes assessed? Department Goal 1: In education, encourage an understanding and appreciation of the diverse traditions, perspectives, and ideas in the disciplines of philosophy/religious studies by:a) offering excellent courses for majors, minors, general education students, and students in other programsb) demonstrating to students the value of a liberal education for thriving intellectual lives, as well as careers in the professions, business, industry, public administration, and non-profit institutionsc) cultivating critical reasoning skillsd) promoting knowledge and employment of moral reasoning.We used senior theses, exit surveys, student participation in conferences, student participation in internships, and student participation in study abroad programs to assess our educational goals. Data was collected in Summer, Fall, Winter, and Spring quarters from thesis-writing seniors, and from the majors participating in these various activities.Department Goal 2: . In scholarship, explore the questions that lie at the core of the human condition — including issues of value, purpose, identity, knowledge, and faith — by:a) supporting faculty and student researchb) helping faculty to share that research in a variety of settingsc) having clear performance standards in the area of scholarship.We collected information about student and faculty presentations at conferences and faculty publications to assess our scholarship goals. This information was collected during Spring quarter.Department Goal 3: In service, educate a wider audience about the value and significance of philosophy/religious studies by:a) sponsoring relevant public presentations and colloquiab) contributing to interdisciplinary programs and university-wide forumsc) providing scholarly service activities for local, regional, national, and international professional philosophy/religious studies organizations. We collected information in all three quarters about how many programs the department had sponsored or co-sponsored, our support of interdisciplinary programs, and student participation in clubs and university service.Student Learning Outcome 1: This outcome focuses on teaching student content knowledge in our two disciplines, we used our senior thesis rubric as an objective measure of this skill on all senior theses. This was done in Fall, Winter, and Spring quarters. We also distributed exit surveys, in online form, to all thesis-writing seniors in Fall, Winter, and Spring quarters. A third measurement of this outcome came in the form of student grades in required coursework, in which this core content is taught. In order to collect grades on required coursework from majors, we ran a query in SAFARI for Summer, Fall, Winter, and Spring quarters.Student Learning Outcome 2: This outcome focuses on the ability to analyze and support a thesis, and we used our senior thesis rubric to evaluate this skill objectively and the exit survey to evaluate it subjectively.Student Learning Outcome 3: This outcome focuses on intellectual diversity and pluralism. Again, we measured this outcome on the senior thesis rubric and the exit survey.Student Learning Outcome 4: This outcome relates to students’ ability to understand and apply various approaches to ethics – including ethical reasoning, locating ethical values in historical and cultural context, and examining the wider implications of these values. This outcome was measured subjectively through a question on the exit survey, and objectively through our ethical evaluation rubric, which measured specific criteria on a set of papers written by majors. It was filled out by the instructor of PHIL 302 (Ethics) in Winter 2015.3. What was learned?Table I. Department GoalsDepartment Goals and OutcomesRelated CWU Strategic PlanOutcomes Methods ofAssessmentWho/WhatAssessedWhenAssessedCriterion of AchievementData CollectedStandard Met?1. EducationOutcome 1.1.1: Students will achieve programmatic learning outcomes.Outcome 1.1.3: Students and faculty will be increasingly engaged in the learning process in and outside the classroom.Outcome 3.1.1: Sustain participation by faculty, students, and staff in quality research, scholarship, and creative expression.Outcome 3.1.2: Sustain the number of courses that include research, scholarship, and creative expression skills as key outcomes.Outcome 2.3.1: Increase the number of students and faculty who engage in international exchanges or experiences.Outcome 4.1.2: Increase the number of collaborations and partnerships with external community entities and organizations.Senior Thesis Evaluation (Appendix I)All majors at end of capstone projectsSummer, fall, winter, spring termsSee student learning outcomes. See student learning outcomes.Exit survey (Appendix II)All majors at end of capstone projectsSummer, fall, winter, spring termsSee student learning outcomes.See student learning outcomes.Student participation in conferences and meetingsStudents who participate in regional and national conferences / meetingsSummer, fall, winter, spring termsStudent participation in at least two regional or national conferences/ meetings per year2 conferences (Pacific University Undergraduate Conference and Eastern Michigan Undergraduate Conference).YesStudent internshipsStudents who participate in internshipsSummer, fall, winter, spring terms5% of students doing discipline-related cooperative education projects7 students of 39 total majors (17.9%).YesStudent participation in study abroad programsStudents who participate in study abroad programsSummer, fall, winter, spring terms5% of majors participating in study-abroad programs0 students of 39 total majors.NoDepartment Personnel PoliciesAll facultySummer, fall, winter, spring termsRefer to Sections IIA, III, IV, V, VI and VII of the department’s Personnel Policies.Reported in faculty reappointment files and annual activity reports.Yes2. ScholarshipOutcome 1.1.3: Students and faculty will be increasingly engaged in the learning process in and outside the classroom.Outcome 1.1.4: Students will be increasingly engaged in high quality co-curricular and extracurricular offerings.Outcome 3.1.1: Sustain participation by faculty, students, and staff in quality research, scholarship, and creative expression.Student conference presentationsStudents and faculty participating in regional, national, and international conferencesSummer, fall, winter, spring termsStudents: 20% of majors will present at SOURCE or other conferences. 4 students presented at SOURCE, 2 at the Pacific University Undergraduate Conference, and 1 at the Eastern Michigan Undergraduate Conference (17.9%). In addition, a team of students prepared for the regional Ethics Bowl competition but were unable to attend due to weather conditions on the pass.No (but almost)Faculty conference presentations and publicationsFacultySummer, fall, winter, spring termsRefer to Sections IIB, III, IV, V, VI and VII of the department’s Personnel Policies.Faculty members presented at a total of 14 conferences and published 1 book and 7 book chapters / articles.Yes3. ServiceOutcome 1.1.3: Students and faculty will be increasingly engaged in the learning process in and outside the classroom.Outcome 1.1.4: Students will be increasingly engaged in high quality co-curricular and extracurricular offerings.Outcome 4.1.1: Optimize the many cultural, educational, service, and recreational events, such as performances, exhibitions, and sporting events, that are available to the CWU campuses and external communities and increase campus and community participation in these events.Participation in and sponsorship of university-wide events and interdisciplinary programs Faculty Summer, fall, winter, spring termsRefer to Sections IIC, III, IV, V, VI and VII of the department’s Personnel Policies. Department sponsors or co-sponsors on average 4 programs per year. Jeff Dippmann directed Asia / Pacific Studies, and Michael Goerger served on the program faculty committee of Women’s & Gender Studies. The department sponsored 5 events.YesStudent participation in clubs and university serviceStudents who participate in clubs and university serviceSummer, fall, winter, spring termsDepartment-related student organizations sponsor at least one university-wide event per year.Student clubs sponsored 0 events.NoTable II. Student Learning OutcomesStudent Learning OutcomesRelated CWU Strategic Plan OutcomesMethods ofAssessmentWho/WhatAssessedWhenAssessedCriterion ofAchievementData CollectedStandard Met?1. Students will demonstrate an understanding of the major ideas within philosophical/ religious traditions.Outcome 1.1.1: Students will achieve programmatic learning outcomes.SeniorthesisevaluationAll majors at end of capstone projects.Summer, fall,winter, spring terms90% of senior theses need to obtain at least “met expectations” for Outcome 1 (understanding of major ideas) on the senior thesis rubric.Outcome 1: Out of 13 completed senior theses, 13 met or exceeded expectations (100%).YesExit survey All majors at end of capstone projects.Summer, fall,winter, spring terms67% of students answering the exit survey mark “4” or higher for question 1 (understanding basic concepts).Question 1: Out of 4 completed exit surveys, 100 marked 4 or higher (100%).Yes2. Students will demonstrate the ability to advance and support a thesis, as well as analyze and critically evaluate the beliefs and practices of others.Outcome 3.1.1: Sustain participation by faculty, students, and staff in quality research, scholarship, and creative expression.Outcome 3.1.2: Sustain the number of courses that include research, scholarship, and creative expression skills as key outcomes.SeniorthesisevaluationAll majors at end of capstone projects.Summer, fall,winter, spring terms90% of senior theses need to obtain at least “met expectations” for Outcome 2 (clarity of thesis), Outcome 3 (defense of that thesis) and Outcome 5 (thoughtful engagement with a serious question) on the senior thesis rubric.Outcome 2: Out of 13 completed senior theses, 13 met or exceeded expectations (100%).Outcome 3: Out of 13 completed senior theses, 13 met or exceeded expectations (100%).Outcome 5: Out of 13 completed senior theses, 12 met or exceeded expectations (92.3%).YesExit surveyAll majors at end of capstone projects.Summer, fall,winter, spring terms67% of students answering the exit survey mark “4” or higher for Question 2 (advance / defend thesis), Question 4 (analyze / critically evaluate claims – PHIL), and Question 4 (analyze / comprehend others’ beliefs – RELS).Question 2: Out of 4 completed exit surveys, 100 marked 4 or higher (100%).Question 4: Out of 2 completed exit surveys (philosophy majors only), 2 marked 4 or higher (100%).Question 4: Out of 2 completed exit surveys (religious studies majors only), 2 marked 4 or higher (100%).Yes3. Students will think pluralistically and flexibly, consider new ideas and critically reflect on them, and embrace perplexity.Outcome 2.3.2: Increase the inclusion and integration of international cultural perspectives in the curriculum.Outcome 2.3.3: Increase the inclusion and integration of underrepresented group perspectives in the curriculum.Outcome 3.1.2: Sustain the number of courses that include research, scholarship, and creative expression skills as key outcomes.SeniorthesisevaluationAll majors at the end of the capstone project.Summer, fall,winter, spring terms90% of senior theses need to obtain at least “met expectations” for outcome 4 (critical evaluation of a variety of perspectives) on the senior thesis rubric.Outcome 4: Out of 13 completed senior theses, 11 met or exceeded expectations (84.6%).No (but almost)Exit surveyAll majors at the end of the capstone project67% of students answering the exit survey mark “4” or higher for question 3 (engagement with multiple points of view).Question 3: Out of 4 completed exit surveys, 4 marked 4 or higher (100%). Yes4. Students will examine multiple approaches to ethics and recognize their application in local and global communities — for example, by examining the implications of those approaches for specific moral problems, comparing different positions, or identifying their historical and cultural context.Outcome 1.1.3: Students and faculty will be increasingly engaged in the learning process in and outside the classroom.Outcome 3.1.2: Sustain the number of courses that include research, scholarship, and creative expression skills as key outcomes.Ethicalengagement rubric(Appendix III)Students in PHIL 302, which is required for Philosophy and Religious Studies majors.Winter term90% of students will at least “meet expectations” on a standard rubric used to grade these papers.Out of 24 students in PHIL 302, 23 met or exceeded expectations (95.8%).YesExit surveyAll majors at the end of the capstone project.Summer, fall,winter, spring terms67% of students answering the exit survey mark “4” or higher for question 5 (ethical reasoning – PHIL) or 5 (understanding of ethical ideas – RELS).Question 5: Out of 2 completed exit surveys (philosophy majors only), 2 marked 4 or higher (100%).Question 5: Out of 2 completed exit surveys (religious studies majors only), 2 marked 4 or higher (100%).Yes4. What will the department or program do as a result of that information?We have implemented the shift from Introduction to Logic (PHIL 201) to Critical Thinking (PHIL 150), and we will be tracking, particularly in senior theses, whether this curricular change significantly improves Philosophy majors’ ability to evaluate and construct arguments.Response rates on our exit survey were very low this year. We need to remind students to fill this out in a more methodical way.Study abroad: numbers have been very low for the past several years. As we said last year, we will encourage students to participate in study abroad programs, especially for students in the Religious Studies specialization. However, with a lack of support from the Office of International Studies, which is in a state of flux and has put the onus for organizing study abroad trips on the faculty, it is also important for the university to do more to support study abroad for students. Without a substantially different administrative support system, student participation in study abroad, which has already decreased across CAH, is unlikely to increase.We will make a more sustained effort to encourage students, especially those writing senior theses, to participate in SOURCE. We will continue to support and fund student participation in regional and national conferences.There is more interest in the club from students this year, and they have already organized one public event this year (Fall 2015). However, the Student Academic Senate has recently increased their expectations for student clubs, which makes it extremely difficult for small clubs (such as ours) to meet those requirements.We will publicize these results in our quarterly newsletter, which is distributed to current students, faculty, and alumni, and we will hold a forum for students in conjunction with one of our winter quarter colloquia.In the next quarter we plan to look at our assessment plan, in the light of the CWU Strategic Plan outcomes, and see if there are any revisions that need to be made. There are various ways in which our department contributes to the university mission already that aren’t sufficiently highlighted in our assessment plan — particularly related to the diversity of our curriculum — and others in which we need to study how well we’re doing — for instance, whether the schedule of our course offerings allow students to make efficient progress toward graduation.5. What did the department or program do in response to previous years’ assessment results, and what was the effect of those changes?We supported and funded student participation in regional / national conferences.We continued to publicize and support the relatively new option of the honors thesis (in both Philosophy and Religious Studies). Of the 13 total senior theses in both disciplines, 2 were honors theses.We encouraged student participation in SOURCE.6. Questions or suggestions? Contact Tom Henderson (henderst@cwu.edu) or Bret Smith (bpsmith@cwu.edu)APPENDIX IDepartment of Philosophy and Religious StudiesEvaluation of Senior ThesisStudent’s Name: _____________________________________Date: ___________________Paper Title: _________________________________________Evaluator: _________________________________Please refer to the evaluation rubric on the back of this sheet.Student learning outcomesExceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsUnderstanding of the major ideas in the disciplines: Accuracy and relevance of historical or contextual references Clarity of thesisDefense of that thesisConsideration and critical evaluation of a variety of perspectives in supporting materialThoughtful engagement with a serious questionComments:Evaluation Rubric: These descriptions are intended as general guidelines.Primary TraitsExceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsUnderstanding of the major ideas in the relevant discipline The paper demonstrates a clear grasp of the broader context and implications of the issues discussed.The paper accurately refers to the historical or intellectual context of the issues discussed.The paper contains serious inaccuracies or neglects the context of the issues discussed.Clarity of thesisThe paper has a clear and appropriate thesis. The paper’s thesis is appropriate but needs to be clarified. The paper lacks a clear and appropriate thesis.Defense of that thesisThe thesis is defended by a well-constructed and convincing argument. Writing is clear and free of grammatical errors, interesting, and well-organized.The author’s argument could be strengthened but is fairly persuasive. Writing is fairly clear, organized, interesting, and mostly free of grammatical errors.The paper does not support the thesis adequately. Writing is vague, contains many grammatical errors, and lacks organization.Consideration and critical evaluation of a variety of perspectives in supporting materialOriginal and insightful analysis of the material. The paper references important and varied sources, uses them effectively, and cites them appropriately.The analysis shows some independent interpretation of the material. The paper uses well-chosen sources adequately and cites them appropriately, with some mistakes in format.The paper merely repeats someone else’s ideas and interpretations, or gives a relatively superficial reading of the material. The paper does not use appropriate sources or does not cite them properly.Thoughtful engagement with a serious questionThe thesis focuses on a significant topic, and demonstrates the student’s grasp of the perplexities and complexities of that issue.The thesis focuses on a significant topic but does not demonstrate a very thorough engagement with the issue.The thesis does not focus on a significant topic, and does not demonstrate an adequate grasp of the theoretical issues.APPENDIX IIDepartment of Philosophy and Religious StudiesExit Survey Questions1.When you pick up a text in religious studies, how well are you able to understand the basic concepts and situate that text in relation to other concepts and works in the tradition of religious studies? [5-point scale] 2.How would you rate your ability to advance and defend a thesis? [5-point scale]3. How much has the department contributed to your engagement with multiple points of view, and an attitude of open-mindedness with regard to those views? [5-point scale]4.How would you rate your ability to analyze and comprehend the beliefs and practices of others? [5-point scale]5.How much has the department contributed to your ability to understand the ethical sources, concepts, ideas, and practices of various religious traditions? [5-point scale]6.Please rate your satisfaction with the advising you received in the department [5-point scale].7.Please rate your overall satisfaction with your experience in the department [5-point scale].8.Which of your skills have improved the most due to your work in this department, and what is the most important academic experience you’ve had in this department?9.What should be done to improve the major?10.What do you plan on doing in the next few years?[We separately collect students’ names and contact information.]APPENDIX IIIDepartment of Philosophy and Religious StudiesRevised Ethical Engagement EvaluationOutcome assessed: Students will examine multiple approaches to ethics and recognize their application in local and global communities — for example, by examining the implications of those approaches for specific moral problems, comparing different positions, or identifying their historical and cultural context.Student Evaluation for Ethical EngagementStudent NameIdentification of IssueIdentification of ValuesArticulation of Moral TheoryConsideration of Opposing ViewpointsOverall AssessmentScoring instructions: For each area assessed the student should be scored as follows: 3 = Exceeds Expectations, 2 = Meets Expectations, and 1 = Unsatisfactory. The student’s four scores should then be added together for the overall assessment. Students who have an overall score of 8 or above meet expectations for department learning outcome 4.APPENDIX IVExit Survey ResultsQuantifiable Questions2014-15 Average Response2013-14 Average Response2012-13 Average Response2011-12 Average Response2010-11Average responseQ1: (PHIL majors only): When you pick up a text in philosophy, how well are you able to understand the basic concepts and situate that text in relation to other concepts and works in the tradition of philosophy? 4.53.814.234.584.73Q1: (RELS majors only): When you pick up a text in religious studies, how well are you able to understand the basic concepts and situate that text in relation to other concepts and works in the tradition of religious studies?4.5n/a***Q2: How would you rate your ability to advance and defend a thesis?4.753.814.04.474.45Q3: How much has the department contributed to your engagement with multiple points of view, and an attitude of open-mindedness with regard to those views?4.754.184.84.844.64Q4 (PHIL majors only): How would you rate your ability to analyze and critically evaluate the claims of others?5.04.184.224.614.5Q4 (RELS majors only): How would you rate your ability to analyze and comprehend the beliefs and practices of others?5.0n/a4.34.54.6Q5 (PHIL majors only): How would you rate your ability to engage in ethical reasoning?5.04.454.444.564.33Q5 (RELS majors only): How much has the department contributed to your ability to understand the ethical sources, concepts, ideas, and practices of various religious traditions?4.5n/a4.64.254.6Q6: Please rate your satisfaction with the advising you received in the department. 5.04.0???Q7: Please rate your overall satisfaction with your experience in the department.4.754.094.754.584.73*Separated exit surveys for PHIL/RELS.Note: Responses to open-ended questions are reproduced here without editing, except for redacting faculty names.Open-ended questions: Q8: Which of your skills have improved the most due to your work in this department, and what is the most important academic experience you’ve had in this department?Essay writing.Cultural Awareness, Comprehension and Confidence in dealing with complicated concepts, and Improvement of Leadership skills.Understanding what I read, and being able to evaluate the validity what the author is saying, but most improved skill would be my ability to form good arguments. The most important experience was when I took Phil. 101 and the professor basically told me I was a terrible writer, and my arguments were even worse, and this made me realize how dumb I actually was. So I took more philosophy classes to become generally smarter, which I can honestly say I am less dumber nowThe philosophy program requires students to formulate arguments upon arguments, and in this process we become pretty good at sorting out the good ones from the bad. I would have to say that my ability to assess the strength of arguments has drastically improved. Along with this, when I now read or listen to arguments I notice that objections come naturally and in large numbers. This program has made me a more intelligent person in more ways than I'm probably aware of, and I am thankful that I found myself studying philosophy rather than another subject. As far as the best academic experience I've had, I would actually have to say that the construction of my thesis was the most enjoyable project I have worked on here. It seems as though I am happiest when I write, since it gives me fulfillment like nothing else. As of today when I'm responded to this survey my thesis is not fully complete, though it's very close, and this process had me thinking harder than I ever have before. I'm excited to read and distribute the final result, and after four years in college the developing of my thesis has been a very rewarding way to graduate.Q9: What should be done to improve the major?offer more classes on varying points of interest More classes on eastern thought, more high level philosophy classes and better outreach to show students how philosophy connects with management and leadership roles, because it does.More classes like 488, because at the beginning of the quarter some of the students were terrible at communicating their ideas, or would make claims and fail to support them, but by the end of the quarter it seemed as though the students got a little better at forming their arguments. Also the minor and major should be harder, because I know a few air heads who are getting the minor, and I think it is more beneficial and enjoyable to have challenging classes. The departments #1 priority should be to bring back Dr. …, he was so unique, he always had me cracking up, too bad he was not very good at teaching.As you can probably tell I enjoyed my time studying philosophy here at Central. If there was something to make it more enjoyable it would honestly just be an increase in the number of professors. I'm not really sure how the philosophy program stacks up to others in regard to the number of professors, but there were quarters that I had difficulty finding a class that worked with the rest of my schedule. During my junior and senior years this was much less of a problem since I no longer had any breadth requirements or basic skills classes left to take, but to be fair the program seems to emphasize upper division courses as it is. Something else to complain about is the L&L building, but these issues obviously do not reflect the quality of the professors. The mediocre building says nothing about the fantastic program, but nonetheless I was jealous of my friends in the sciences who got to sit in a fancy new building with much better desks.Q10: What do you plan on doing in the next few years?working and paying off debtI have excepted a graduate assistant ship at CWU in athletic administration. The skills I have learned throughout this major DO apply and greatly enhance my ability communicate with and lead a team. Thank you to everyone in the philosophy and religious studies department you guys gave me a great experience and enhanced me as a person and as a professional. . . . you guys are truly inspiring. I got a job as the Quantitative Risk Analyst for the City of Tacoma, start exercising, start learning about plants and fungi, actually do recreational reading, and volunteer for PETA and BBBS. I may possibly return to school to get my MBA, or a masters in Econ depending on how life goes.I'm moving back to Seattle to find a job writing. The plan is to try and get a job with a newspaper or some other media outlet and work my way up from there. I've toyed with the idea of law school before and I still might find myself there in a couple years, but as of right now I would first like to work on my writing skills and start to build a reputation/ network. It's an open ended plan, and really the end goal is to be happy. I feel confident that I'll land on my feet, and hopeful that I eventually get a platform to bring about some positive change. ................
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