PROTOCOLS FOR OUTCOMES
ASSESSMENT IN PHILOSOPHY
DESCRIPTION
OF THE PHILOSOPHY PROGRAM AND STATEMENT OF ITS MISSION
IDENTIFICATION
OF CURRICULAR GOALS AND PERFORMANCE STANDARDS IN PHILOSOPHY
THE
KNOWLEDGE, SKILLS, AND COMPETENCIES THAT DEFINE PHILOSOPHY
THE
APPROPRIATE BACCALAUREATE-LEVEL PREPARATION IN PHILOSOPHY AND DEPARTMENTAL
GOALS IN PREPARING STUDENTS
THE
MAJOR PROGRAM
THE
MINOR PROGRAM
HONORS
PROGRAM
FOR NON-MAJORS
CONTRIBUTION
OF THE PHILOSOPHY DEPARTMENT TO THE GENERAL EDUCATION PROGRAM AND
TO OTHER INSTITUTIONAL CURRICULA
THE
DIMENSIONS OF PHILOSOPHY INCLUDED IN THE CURRICULUM
STATEMENT
OF PURPOSE OF OUTCOMES ASSESSMENT IN PHILOSOPHY
PROCEDURES
AND METHODS FOR ASSESSING OUTCOMES IN PHILOSOPHY
ESTABLISHING
A RECORD OF STUDENT ACHIEVEMENT
DEPARTMENTAL
ASSESSMENTS
APPENDICES
American
Philosophical Association Statement on Outcomes Assessment
The Philosophy
Major: A statement prepared under the auspices of the Board of Officers
of the American Philosophical Association
DESCRIPTION OF THE PHILOSOPHY
PROGRAM AND STATEMENT OF ITS MISSION
Philosophy has
been defined as the love of wisdom, the search for truth through reasoning,
the quest for the reasons for our basic beliefs, as well as a discipline
which comprises metaphysics, logic, ethics, epistemology, and aesthetics.
Such definitions have their uses, of course, what philosophy really
is only is discovered by studying and doing it. As a first approximation,
however, it may be said that philosophy is the critical examination
of our most fundamental ideas about ourselves and the world. It asks
questions such as the following: What is the nature and purpose of human
life? How should we treat each other? What kind of society is best?
What is our relation to nature?
As individuals and as
a culture, we have beliefs about these questions even if we do not
always talk about them. Our beliefs influence the way we live, personally
and socially. Philosophy tries to make these beliefs evident and open
to examination, hoping thereby to improve human life. In other words,
the study of philosophy is integral to the liberal arts. As explained
in Lewis & Clark College's Catalog:
An education in the liberal arts at Lewis & Clark serves both as an opportunity to explore classical and enduring ideas and as a touchstone for fresh inquiry. Students are encouraged to examine the heritage of Western civilization in the context of wider comparative and critical perspectives. They wrestle with difficult questions and their changing solutions, and by working intensively with the faculty they develop their abilities as thoughtful readers, effective writers, and articulate participants in intellectual discourse.
The study of philosophy
at Lewis & Clark College seeks to cultivate the students' basic
philosophical interests and to impart a critical understanding of
the intellectual traditions of philosophy. The program intends to
cultivate students' sensibilities toward values, responsibility, and
what it means to be human and humane. In these ways, students are
encouraged to "to seek knowledge for its own sake and to prepare for
civic leadership." At the same time, emphasis is placed on the technical aspects
of philosophy. Through a variety of courses, students develop the
ability to conceptualize, understand, and analyze philosophical problems.
At Lewis & Clark College, the study of philosophy is inseparable
from the history and development of philosophical ideas. In these
ways, it is hoped that students achieve a "critical understanding
of important contemporary and historical issues using modes of thought
that are evaluative as well as descriptive and analytic, and that
[they] consider the relationship between thought and action."
The department offers
four basic types of philosophy courses. At the 100 level are courses
of general interest that introduce students to fundamental methods
and issues of philosophical inquiry - Logic, Introduction to Philosophy,
and Ethics.
Students also may begin
their work in philosophy at the 200 level, with courses that pose
questions about value, meaning, and knowledge in the areas of society,
science, religion, politics, and art - Philosophy of Religion, Philosophy
of Science, Philosophy of Art & Beauty, Philosophy of Law, and Philosophy & the Environment.
At the 300 level, there are courses in the History of Philossophy Sequence, and courses in the Themes in Philosophy Sequence. The courses in the History of Philossophy Sequence are
Ancient Western Philosophy, Early Modern Philosophy,
19th Century Philosophy, and Recent Continental Philosophy. The courses in the Themes in Philosophy Sequence are Metaphysics, Epistemology, Philosophy of Language, and Philosophy of Mind.
The Philosophical Studies
program at the 400 level offers the opportunity to do advanced work
on a variety of topics - Great Figures; Topics in Ethics, Society, & Politics; and Topics in Epistemology, Metaphysics, & the
Sciences. Determined by the developing interests of the faculty, these
courses frequently also reflect interests expressed by students. Some
of these courses have been team-taught with faculty from another department.
Topics recently covered include the justification of punishment, the
relationship between consciousness and the brain, the biological and
psychological bases of moral agency, the history and philosophy of
mathematics. Figures covered include such central philosophers
as Socrates, Descartes, Nietzsche, Wittgenstein, Hegel.
Professional philosophers
are regularly invited to campus to take part in colloquia which address
specific philosophical issues and ideas.
In addition, the department
sponsors a "Philosophical Extravaganza" each year. Each extravaganza
is designed by students and faculty to engage the Lewis & Clark
College community in discussion of a topic of broad philosophical
interest. Students and faculty members from different disciplines
have addressed such topics as ""Are morals relative?" and "What is beauty?"
The faculty believe that
everyone needs to think philosophically. Philosophy is a basic part
of a liberal arts program and background in this discipline is useful
to students entering a variety of careers. Regardless of whether one
majors in philosophy, experience in this area is excellent preparation
for medical, law or graduate school, as well as for careers in social
work, the ministry, management, government, education, computer science,
communication, or business.
Students who choose to
major or minor in philosophy find that the requirements are flexible
enough to accommodate different interests in philosophy. Students
meet regularly with faculty advisers to tailor the requirements for
the major to their own needs. Students who have particular philosophical
interests are encouraged to pursue them through independent study.
Individuals who qualify
for the honors program submit a thesis proposal to the department
at the end of their junior year. They work closely with a member of
the department during their senior year, bringing the project to fruition. Thesis topics have included "The Value of Emotions in Spinoza
and Feminism," "Free Will and Eliminative Materialism," "Reason and
Praxis in Hegel," "William James' Pragmatic Conception of Truth,"
"Consciousness and Love: Buber's Challenge to Sartre," and "Are Non-Human
Animals Moral Agents?"
Students who major in
philosophy find that their degree can take them in any number of directions.
One of the careers for which a philosophy major specifically prepares
students is teaching philosophy. Although opportunities for teaching
at the college level are limited, there are indications that opportunities
for teaching philosophy at the high school level are increasing. In
addition, many public agencies and businesses seek individuals who
have developed the skills of writing, critical thinking, and analysis
that are fostered by philosophy.
IDENTIFICATION OF CURRICULAR
GOALS AND PERFORMANCE STANDARDS IN PHILOSOPHY
THE KNOWLEDGE,
SKILLS, AND COMPETENCIES THAT DEFINE PHILOSOPHY
The Philosophy
Department thinks of philosophy in the following way. Philosophy - the love of wisdom - is the critical examination of our most fundamental
ideas about ourselves and the world. What is the nature and purpose
of reality, both living and non-living? What is the nature and purpose
of human life? How should we treat each other? What kind of society
is best? What is our relation to nature? As individuals and as a culture,
we have beliefs about these questions even if we don't discuss them.
Our beliefs influence the way we live, personally and socially. Philosophy
tries to make these beliefs evident and open to reconsideration, hoping
thereby to improve human life and the chances for survival of all
life on this planet. To further those goals, philosophers often attempt
to clarify and examine the basic assumptions and methods of other
disciplines. The natural and social sciences, literature, art, religion,
business and economics, and education are examples of fields of study
about which philosophical questions can be raised. The Department
attempts to pursue these goals of the discipline of philosophy through
its academic program.
THE APPROPRIATE
BACCALAUREATE-LEVEL PREPARATION IN PHILOSOPHY AND DEPARTMENTAL GOALS
IN PREPARING STUDENTS
THE MAJOR PROGRAM
Students major
in philosophy for many reasons, and the requirements are flexible
enough to accommodate different kinds of interests in philosophy.
Most majors are interested in philosophical questions for personal
reasons - because they feel a need to explore questions about what
is reality, truth, goodness, justice and beauty in order to make
sense of their lives. Some majors, however, wish to pursue philosophy
as a profession. This means preparing for graduate work. Because
of the many connections between philosophy and other disciplines,
students often make philosophy part of a double major, combining
it with areas such as political science, biology, psychology, religious
studies, English, economics, or business. The major requires 36
semester hours in philosophy (9 courses) distributed as follows:
Logic.
Introduction to Philosophy or Ethics
One of the following: Philosophy of Religion, Philosophy
of Science, Philosophy of Art & Beauty, Philosophy of Law, Philosophy & the Environment.
Two of the following: Ancient Western Philosophy, Early Modern Philosophy,
19th Century Philosophy, Recent Continental Philosophy
Two of the following: Metaphysics, Epistemology, Philosophy of Language, Philosophy of Mind.
Two Philosophical
Studies courses: Great Figures;
Topics in Ethics Society and Politics; Topics
in Epistemology, Metaphysics and the Sciences.
The Philosophical
Studies course content is determined by the developing
interests of the faculty and is responsive to student interests.
These courses focus on the study of great philosophers of the
past and present and on philosophical problems and methods, and
they enable majors and other interested students to pursue more
advanced work.
The Philosophical Studies
Program is designed to provide seniors with an experience of philosophizing
within a philosophical community by providing occasions not only
for informal discussions but also for the writing and discussing
of students' formal philosophical papers. The Philosophy Colloquium
series is also an occasion, especially for senior philosophy majors,
to hear and discuss papers of visiting philosophers, philosophy
faculty and faculty in other departments at Lewis and Clark, and
fellow philosophy students.
Students who major in
philosophy work closely with a faculty advisor to plan a program.
A special effort is made to help those interested in graduate school
to become familiar with traditional questions, philosophical themes,
and major figures and movements.
THE MINOR PROGRAM
Many students
minor in philosophy because they seek to provide depth for and perspective
about their major discipline. This is true for students majoring
in other fields in the arts and humanities as well as students who
are majoring in one of the social or natural sciences. The philosophy
minor requires 20 hours (five courses) in philosophy:
One of the following: Logic, Introduction to Philosophy, Ethics, Philosophy of Religion, Philosophy of Science, Philosophy of Art & Beauty, Philosophy of Law, Philosophy & the Environment.
Two of the following: Ancient Western Philosophy, Early Modern Philosophy, 19th Century Philosophy, Recent Continental Philosophy
One of the following: Metaphysics, Epistemology, Philosophy of Language, Philosophy of Mind.
One Philosophical Studies courses: Great Figures; Topics in Ethics Society and Politics; Topics in Epistemology, Metaphysics and the Sciences.
HONORS
Students who
are interested in graduating with honors in philosophy consult with
the department early in the fall semester of their junior year.
Candidates who are accepted into the program spend the rest of their
junior year and a major portion of their senior year researching
and writing a thesis on a basic issue in philosophy, which must
be judged acceptable by the department.
Click here for the requirements for Honors.
PROGRAM FOR NON-MAJORS
Because philosophy
is a basic part of the liberal arts, the philosophy department believes
every well-educated person should have studied it. The philosophy
department takes as one of its major educational objectives to serve
non majors by providing courses which deal with some of the philosophical
questions and issues with which every reflective person is concerned.
All courses in philosophy are open to non majors; courses on the
300 and 400 level have some few prerequisites. Advanced courses
make more sense to students who have done some previous work in
the department.
The philosophy department
also offers courses that enable students majoring in other disciplines
to probe the philosophical foundations of their major areas of
study. Such courses are offered in philosophy and mathematics,
philosophy and biology, philosophy and psychology, philosophy
and social and political thought, aesthetics, science and religion,
and science and human values.
The 100 and 200 level
courses are all introductory courses designed for students beginning
the study of philosophy. The 100 level entry point courses introduce students to
philosophy through some of the major sub-disciplines of philosophy,
logic, ethics, philosophy of mind, metaphysics, and epistemology.
The 200 level entry point courses introduce students to philosophy
through the consideration of major philosophical questions that
come from the examination of some major human concerns as they
arise in religion, science, art and literature, and social and
political life. The 300-level courses in the History in Philosophy Sequence sequence
demand substantial reading and are open to anyone who has taken
one of the introductory courses. They explore the thought and
contribution of the great philosophers in the western philosophical
tradition. The 300-level courses in the Themes in Philosophy Sequence
are designed to build on a student's previous work in the history
of philosophy and in introductory courses, and to introduce them
to some current work in metaphysics and epistemology. The 400-level
Philosophical Studies courses allow students to explore a more
advanced study both of the great philosophers, past and present,
and of philosophical fields, problems, and methods.
CONTRIBUTION OF
THE PHILOSOPHY DEPARTMENT TO THE GENERAL EDUCATION PROGRAM AND TO OTHER
INSTITUTIONAL CURRICULA
The Philosophy
Department participates in the year long freshman course "Inventing
America." Since its inception, it has contributed each year one faculty
member for one semester.
The Philosophy Department
also offer Philosophy 101 (Logic) that fulfills the requirement
in Quantitative Reasoning, and 201 (Philosophy of Religion) that
fulfills the requirement in International Studies.
Courses in feminist
theory, taught in the Philosophical Studies Program, are part of
the Gender Studies Curriculum.
The Philosophy Department
have also consistently participated in the Overseas Program. Most
recently, Professor Morgareidge has led trips to Ecuador, Argentina,
and Scotland.
THE DIMENSIONS
OF PHILOSOPHY INCLUDED IN THE CURRICULUM
The American
Philosophical Association has produced a helpful document, "The Philosophy Major", for understanding
the nature and role of a philosophy program at a Liberal Arts College. It was originally published in the Proceedings
and Addresses of the American Philosophical Association, Volume 64,
Number 5, 1992. The authors of the document "The Philosophy Major" prepared under the auspices of the Board of The American Philosophical
Association present four models of major programs in an undergraduate
philosophy department. Each model emphasizes one of the central approaches
to philosophy as a discipline. These approaches are (1) historical,
(2) field, (3) problems, and (4) methodological (the latter term is
our own).
The names of the approaches
are to a fair degree self-explanatory. The historical approach begins
with the early philosophers (usually of the Western tradition) and
proceeds to discuss the views, problems and methods of these and
subsequent important philosophers with attention to their wider
cultural context.
The field approach concerns
itself with the central fields and various subfields of philosophical
inquiry. These include logic, ethics, metaphysics, epistemology,
philosophy of mind, and the history of philosophy. The subfields
include philosophy of science, philosophy of religion, social and
political philosophy, philosophy of language, philosophy of art
(or aesthetics).
The problems approach
focuses on central philosophical problems, for instance, what, if
anything, do we know, how do we know, what is knowledge, what is
reality, is there a God, what is mind, are we free, and so on.
The methodological approach
emphasizes philosophical methods, linguistic analysis, phenomenological
inquiry, historical, cultural and textual analysis, logical systems,
creative speculation, scientific naturalistic methods, and so on.
Various departments
emphasize one or other of these approaches, though all good departments
incorporate the essential elements of each. By training, scholarship
and pedagogical emphases each of the members of the department employs
each of the above mentioned approaches to philosophy. Becko Copenhaver and J. M. Fritzman
emphasize the historical and methodological
approaches, while Jay Odenbaugh and Nick Smith emphasize the
problems and methodological approaches. Although each of us have
our specialties that include various fields of philosophy we do
not tend to think in terms of the distinctiveness of these fields
so much as to see them as parts of the larger concerns of the philosopher.
STATEMENT OF PURPOSE OF
OUTCOMES ASSESSMENT IN PHILOSOPHY
Generally speaking,
teachers of philosophy have two sets of goals
which they hope to see their students achieve. First, students are expected
to understand the views, as well as the arguments given to support those
views, of the various philosophers studied. In this way, they will be
exposed to the major assumptions, knowledge, and approaches in philosophy.
Students also are expected to understand the significance and development
of the various problems which have been addressed by philosophers, and
to be able to offer reasonable criticisms and alternatives to formulations
and proposed solutions to those problems.
Second, teachers of philosophy
intend that their students achieve "mastery of the fundamental techniques
of intellectual inquiry: effective writing and speaking, active reading,
and critical and imaginative thinking." Such techniques enable students to
succeed in subsequent courses and in endeavors outside of the classroom.
They also contribute to their development as educated citizens in
a democratic society.
This second set of goals
complements the first. Neither set can be realized without the other
also being achieved. Thus, courses in philosophy aim to provide students
with the resources which will enable them to develop what might be
referred to as intellectual survival skills. This involves students
developing the ability to question what passes as common knowledge
and accepted wisdom, to critically evaluate their own and others'
positions, and to formulate new ideas.
Perhaps it would be appropriate
to elaborate this further. Intellectual survival skills consist in
the ability to summarize the assigned material, and to write papers
and essays in which ideas and arguments are articulated, criticized,
defended. Such skills also involve students developing the ability
to think critically about their views and those of others. Critical
thinking, in turn, consists in understanding several sides of a debate,
and seeing both the advantages and limitations of an opinion. That
students learn to question their own opinions is as crucial as learning
how to argue effectively for them. This is so because if students
only learn to give reasons for opinions already held, they risk merely
are giving rationalizations for prejudices. Hence, they need to learn
to think for themselves, developing, defending, and criticizing their
beliefs.
In this connection, teachers
of philosophy are especially concerned that students develop the ability
to discuss issues cogently and to write intelligent, reflective essays
in clear, grammatical English. It is important that they learn to
think, in a disciplined way, about the reading material and issues
that material raises. Part of that discipline consists in being able
to analyze, evaluate, and formulate arguments. This involves knowing
how to identify basic assumptions, develop a line of reasoning, recognize
the steps that lead to a conclusion, and determine whether an argument
is sound.
In these ways, hopefully,
students will develop intellectual curiosity and the competencies
to reason logically, evaluate critically, communicate effectively,
imagine creatively, and appreciate the aesthetic and creative expressions
of humanity.
Although teachers of philosophy
principally intend that their students be able to express themselves
in writing, it nevertheless
is crucial that students learn to articulate their views orally, and
develop the confidence to speak effectively. Thus, teachers of philosophy
encourage students to share their questions and observations with
the rest of the class. Students are expected to engage critically
with the material, the teachers, and each other. By participating
in class discussions, they encounter directly differing interpretations
of the material, become aware of the history of these views, and are
encouraged to develop their own critical perspectives. In interacting
with the material and each other, they thereby acquire a knowledge
and appreciation of self, society, human cultures, and the natural
world.
Teachers of philosophy
intend that students discover what has been written and said concerning,
in the words of Socrates, "the most important things" - questions
about human character and the conduct of life. This is accomplished
by having the students meditate on books imaginatively, drawing connections
between the material studied in the classroom and concerns arising
from their involvement with jobs, families, and community. Teachers
of philosophy hope that their students develop and demonstrate moral
and ethical commitments to neighbor, society and the natural world.
PROCEDURES AND METHODS FOR
ASSESSING OUTCOMES IN PHILOSOPHY
Outcomes assessment
is, of course, nothing new. Just as William James remarked that "pragmatism" was a new name for some old ways of thinking, so it might be said that
talk of outcomes assessment describes - in new words - previously
existing procedures and practices. Teachers of philosophy have always
evaluated their students to ascertain whether they have comprehended
the material, and were able to reflect on it imaginatively and critically.
So, for example, syllabi of the teachers of philosophy will describe
what students are expected to learn in a course, the skills and competencies
they are expected to develop, and a discussion of the means that will
be used to evaluate the students understanding of the material as well
as their ability, based on that understanding to think critically and
creatively.
In the humanities in general,
and in philosophy in particular, teachers primarily intend that their
students develop the abilities referred to above. The American Philosophical
Association, in its official statement on outcomes assessment, observes
that "philosophy is fundamentally a matter of the cultivation and
employment of analytic, interpretive, normative and critical abilities."
The statement goes on to say that philosophy "is less content- and
technique-specific than most other academic disciplines. The basic
aim of education in philosophy is not and should not be primarily
to impart information. Rather it is to help students learn to understand
various kinds of deeply difficult intellectual problems, to interpret
texts regarding these problems, to analyze and criticize the arguments
found in them, and to express themselves in ways that clarify and
carry forward reflection upon them. It may be that these abilities
are to some extent amenable to patterns of outcomes measurement typical
of outcomes assessment; but they are far from being reducible to them.
It is not to be expected that student progress in philosophy can either
be specified to a degree beyond what is already possible by means
of an essay examination or a term paper, or given a purely quantitative
expression. It is essential that those values inherent in and specific
to the process of teaching and learning in philosophy not be lost."
This statement was originally published
in The Proceedings and Addresses of the American Philosophical
Association 69:2, pages 94-99.
In philosophy, then, students
typically are evaluated, and so outcomes assessed, by having the students
write: brief summaries of the reading material, short answers in which
the students define philosophical terms and concepts, essays in which
the students respond to questions submitted to them by their teachers,
and argumentative papers in which the students formulate their own
questions and then critically respond to them in light of what has
been said in the primary and secondary literature. Students also may
be evaluated on the basis of informal or formal oral class presentations.
Such assignments are evaluated
by the teachers of philosophy asking the following questions of them:
Is the student's case supported with arguments? Has the student presented
the ideas clearly? Has the student fairly and accurately presented
the views of others? Are the student's ideas well organized? Is there
evidence that the student has tried to think independently? Students,
then, are evaluated by the following criteria:
Conceptual
coherence. Student work, either in writing or speech, is expected
to meet high standards of clarity in their use of terms and concepts.
Their arguments should reflect coherence in their logical progression.
Originality.
Superior work must not only be clear and coherent, but also its
approach to its subject must be novel and interesting. The ability
to develop relevant examples and to grasp the significance of a
philosophical problem to issues of everyday life are signs of originality.
Factual competence.
The statements of students, whether verbal or written, should be
free of erroneous claims of fact. Their statements should correctly
state the claims and arguments of the philosophers to whom they
refer, and provide evidence of any controversial or contested factual
claims.
Spelling and grammar.
Correct grammar is essential to successful verbal expression, and
both spelling and grammar are crucial in philosophical writing.
Philosophical arguments depend upon precision and clarity to draw
their conclusions effectively. It is impossible for a student's
interlocutors to determine whether their arguments really coherent
if they employ ungrammatical sentence structure, of if they use
words incorrectly or ambiguously. Usually, teachers of philosophy
require that material be grammatically flawless, or close to flawless,
in order to be acceptable.
ESTABLISHING A
RECORD OF STUDENT ACHIEVEMENT
A. Once a student
has declared a major in Philosophy, a Student Review File will be
opened by the student's advisor. Over the course of the student's
career, one paper and/or examination from the following courses will
be added to this file:
1. The History
of Philosophy Sequence.
2. The Themes in Philosophy Sequence.
3. The Philosophical
Studies Series.
Materials for 1) and/or
2) will serve as base-line assessments of a student's philosophical
skills and knowledge.
Materials from 3) will
serve as final markers of a student's progress.
The Student Review Files
will be held by the student's advisor who, in consultation with
the student, will determine which papers from which courses will
be included in the file. It is the responsibility of the student
to make cure that his or her file is complete.
The papers in the Student
Review File are evaluated by the instructors in the courses for
which they are written. In writing these evaluations, the instructors
will assess the student's progress in the disciplinary area covered
by the course.
B. Since there must
be at least two capstone experiences in a major's career because
of the diversity of fields and methods, the Philosophical Studies
courses serve as the way in which the Department of Philosophy assesses
the progress of its students. Each of these vary with respect to
methods and content (These fields and methods are described in "The Philosophy Major").
Students discuss with their advisors what their particular interests
are and together they articulate the focus of those interests. They
then select Philosophical Studies courses that advance those interests.
C. In these courses,
the instructor is responsible for assessing the student's written
and oral work and the overall progress that the student has made
in developing the following skills:
the formulation
of philosophical questions,
making sense of
philosophical texts,
constructing and
evaluating philosophical arguments,
and discussing philosophical
ideas.
Students should also
have a reasonably extensive knowledge of at least some of the important
figures, fields, and problems; and they should have engaged in some
self-conscious reflection on the nature of philosophical inquiry - its methods and its role in human life, culture, and society.
D. Written work is usually
assessed in the form of a term paper of a sort that might be submitted
to an undergraduate philosophy journal. This means that the paper
must be mechanically impeccable, cogently argued, address a clearly
stated issue of interest to philosophers, and make good use of primary
and secondary sources. Oral work generally consists of a presentation
by the student of his or her work at an undergraduate conference
or in a seminar.
DEPARTMENTAL ASSESSMENTS
A. The faculty
of the Department of Philosophy will meet in early February of each
year to discuss the progress of all declared majors based on their
course work. The faculty will write brief progress reports for each
student. The progress report will inform the student of his or her
areas of strength and weakness. These statements will be included
in the Student Review Files maintained by the students' advisors.
They will be discussed by the advisors and their advisees.
B. Shortly after the
spring break, the faculty will meet to assess the work of the graduating
seniors. Based especially on their written and oral work in their
400-level (Philosophical Studies) courses, the department will make
a written assessment of each student within the following dimensions:
1. Understanding
and Interpretation: Can the student correctly state the claims and
arguments of philosophers based on careful reading of their texts,
and provide evidence and reasoned argument to support controversial
interpretations?
2. Argumentation:
Does the student's work meet high standards of clarity in its
use of terms and concepts" Are arguments presented coherently
and in logical form? Does the student argue effectively for his
or her own position?
3. Originality: Does
the student approach his or her work in novel and interesting
ways? Is the student able to develop relevant examples and to
express the significance of philosophical problems?
4. Development of
Philosophical Expertise: Has the student shown some achievement
in at least two of the four approaches to philosophy outlined
by the American Philosophical Association: The historical model,
the field model, the problems modes, and the activity model? (These
models are described in "The Philosophy Major")
5. Effective Communication:
Does the student communicate clearly and effectively in prose
free of mechanical errors and awkwardness?
C. The outcome of this
assessment will be conveyed to the student, along with suggestions
for further work in philosophy and/or other fields. The Department
of Philosophy will retain a record of this evaluation in order to
respond to subsequent requests for letters of recommendation.
D. At the conclusion
of each spring semester, the faculty of the Department of Philosophy
will meet in order to consider ways of further refining and improving
its curriculum and pedagogy.
Department
of Philosophy
Lewis & Clark
College
0615 SW Palatine Hill Road
Portland, OR 97219-7899
USA
Updated on
5 April 2005
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