Philosophy & Religious Studies

Assessment of Student Learning Outcomes Degree Program Report

College: Arts and Humanities Department: Philosophy & Religious Studies Program: Philosophy & Religious Studies Degree: Bachelor of Arts Prepared by: Cynthia Coe Academic Year of Report: 2014-15

1. 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 programs b) 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 institutions c) cultivating critical reasoning skills d) 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 research b) helping faculty to share that research in a variety of settings c) 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 colloquia b) contributing to interdisciplinary programs and university-wide forums c) 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

1 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.

2 Philosophy & Religious Studies 2014-15 3. What was learned?

Table I. Department Goals Department Related CWU Strategic Plan Methods of Who/What When Criterion of Data Collected Standard Met? Goals and Outcomes Assessment2 Assessed Assessed Achievement Outcomes1 1. Education Outcome 1.1.1: Students will achieve Senior All majors at Summer, fall, winter, See student learning See student learning programmatic learning outcomes. Thesis end of spring terms outcomes. outcomes. Outcome 1.1.3: Students and faculty will Evaluation capstone be increasingly engaged in the learning (Appendix I) projects process in and outside the classroom. Exit survey All majors at Summer, fall, winter, See student learning See student learning (Appendix end of spring terms outcomes. outcomes. Outcome 3.1.1: Sustain participation by II) capstone faculty, students, and staff in quality projects research, scholarship, and creative Student Students who Summer, fall, winter, Student participation 2 conferences Yes expression. participation participate in spring terms in at least two (Pacific University Outcome 3.1.2: Sustain the number of in regional and regional or national Undergraduate courses that include research, scholarship, conferences national conferences/ Conference and and creative expression skills as key and meetings conferences / meetings per year Eastern Michigan outcomes. meetings Undergraduate Conference). Outcome 2.3.1: Increase the number of Student Students who Summer, fall, winter, 5% of students doing 7 students of 39 total Yes students and faculty who engage in internships participate in spring terms discipline-related majors (17.9%). international exchanges or experiences. internships cooperative Outcome 4.1.2: Increase the number of education projects collaborations and partnerships with Student Students who Summer, fall, winter, 5% of majors 0 students of 39 total No external community entities and participation participate in spring terms participating in majors. organizations. in study study abroad study-abroad abroad programs programs programs Department All faculty Summer, fall, winter, Refer to Sections Reported in faculty Yes Personnel spring terms IIA, III, IV, V, VI reappointment files Policies and VII of the and annual activity department’s reports.

1 For full text of department goals and outcomes, see the first page of this document. 2 Department and university do not correspond one-to-one to methods of assessment. Philosophy & Religious Studies 2014-15 Department Related CWU Strategic Plan Methods of Who/What When Criterion of Data Collected Standard Met? Goals and Outcomes Assessment Assessed Assessed Achievement Outcomes Personnel Policies. 2. Scholarship Outcome 1.1.3: Students and faculty will Student Students and Summer, fall, winter, Students: 20% of 4 students presented No (but almost) be increasingly engaged in the learning conference faculty spring terms majors will present at SOURCE, 2 at the process in and outside the classroom. presentations participating at SOURCE or other Pacific University Outcome 1.1.4: Students will be in regional, conferences. Undergraduate increasingly engaged in high quality co- national, and Conference, and 1 at curricular and extracurricular offerings. international the Eastern Michigan conferences Undergraduate Outcome 3.1.1: Sustain participation by Conference (17.9%). faculty, students, and staff in quality In addition, a team of research, scholarship, and creative students prepared for expression. the regional Ethics Bowl competition but were unable to attend due to weather conditions on the pass. Faculty Faculty Summer, fall, winter, Refer to Sections Faculty members Yes conference spring terms IIB, III, IV, V, VI presented at a total presentations and VII of the of 14 conferences and department’s and published 1 book publications Personnel Policies. and 7 book chapters / articles. 3. Service Outcome 1.1.3: Students and faculty will Participation Faculty Summer, fall, winter, Refer to Sections Jeff Dippmann Yes be increasingly engaged in the learning in and spring terms IIC, III, IV, V, VI directed Asia / process in and outside the classroom. sponsorship and VII of the Pacific Studies, and Outcome 1.1.4: Students will be of university- department’s Michael Goerger increasingly engaged in high quality co- wide events Personnel Policies. served on the curricular and extracurricular offerings. and Department sponsors program faculty interdisciplin or co-sponsors on committee of Outcome 4.1.1: Optimize the many ary programs average 4 programs Women’s & Gender cultural, educational, service, and per year. Studies. The recreational events, such as performances, department Philosophy & Religious Studies 2014-15 Department Related CWU Strategic Plan Methods of Who/What When Criterion of Data Collected Standard Met? Goals and Outcomes Assessment Assessed Assessed Achievement Outcomes exhibitions, and sporting events, that are sponsored 5 events. available to the CWU campuses and Student Students who Summer, fall, winter, Department-related Student clubs No external communities and increase participation participate in spring terms student organizations sponsored 0 events. campus and community participation in in clubs and clubs and sponsor at least one these events. university university university-wide service service event per year. Philosophy & Religious Studies 2014-15 Table II. Student Learning Outcomes Student Learning Related CWU Strategic Methods of Who/What When Criterion of Data Collected Standard Met? Outcomes Plan Outcomes Assessment Assessed Assessed Achievement 1. Students will Outcome 1.1.1: Students will Senior All majors Summer, fall, 90% of senior theses Outcome 1: Out of Yes demonstrate an achieve programmatic thesis at end of winter, spring terms need to obtain at 13 completed senior understanding of learning outcomes. evaluation capstone least “met theses, 13 met or the major ideas projects. expectations” for exceeded within Outcome 1 expectations (100%). philosophical/ (understanding of religious traditions. major ideas) on the senior thesis rubric. Exit survey All majors Summer, fall, 67% of students Question 1: Out of 4 Yes at end of winter, spring terms answering the exit completed exit capstone survey mark “4” or surveys, 100 marked projects. higher for question 1 4 or higher (100%). (understanding basic concepts).3 2. Students will Outcome 3.1.1: Sustain Senior All majors Summer, fall, 90% of senior theses Outcome 2: Out of Yes demonstrate the participation by faculty, thesis at end of winter, spring terms need to obtain at 13 completed senior ability to advance students, and staff in quality evaluation capstone least “met theses, 13 met or and support a thesis, research, scholarship, and projects. expectations” for exceeded as well as analyze creative expression. Outcome 2 (clarity expectations (100%). and critically Outcome 3.1.2: Sustain the of thesis), Outcome 3 Outcome 3: Out of evaluate the beliefs number of courses that (defense of that 13 completed senior and practices of include research, scholarship, thesis) and Outcome theses, 13 met or others. and creative expression skills 5 (thoughtful exceeded as key outcomes. engagement with a expectations (100%). serious question) on the senior thesis Outcome 5: Out of rubric. 13 completed senior theses, 12 met or exceeded expectations (92.3%).

3 The complete results of the exit survey are compiled in Appendix V. Philosophy & Religious Studies 2014-15 Student Learning Related CWU Strategic Methods of Who/What When Criterion of Data Collected Standard Met? Outcomes Plan Outcomes Assessment Assessed Assessed Achievement Exit survey All majors Summer, fall, 67% of students Question 2: Out of 4 Yes at end of winter, spring terms answering the exit completed exit capstone survey mark “4” or surveys, 100 marked projects. higher for Question 2 4 or higher (100%). (advance / defend Question 4: Out of 2 thesis), Question 4 completed exit (analyze / critically surveys (philosophy evaluate claims – majors only), 2 PHIL), and Question marked 4 or higher 4 (analyze / (100%). comprehend others’ beliefs – RELS). Question 4: Out of 2 completed exit surveys (religious studies majors only), 2 marked 4 or higher (100%).

3. Students will Outcome 2.3.2: Increase the Senior All majors Summer, fall, 90% of senior theses Outcome 4: Out of No (but almost) think pluralistically inclusion and integration of thesis at the end of winter, spring terms need to obtain at 13 completed senior and flexibly, international cultural evaluation the capstone least “met theses, 11 met or consider new ideas perspectives in the project. expectations” for exceeded and critically reflect curriculum. outcome 4 (critical expectations on them, and Outcome 2.3.3: Increase the evaluation of a (84.6%). embrace perplexity. inclusion and integration of variety of underrepresented group perspectives) on the perspectives in the senior thesis rubric. curriculum. Exit survey All majors 67% of students Question 3: Out of 4 Yes at the end of answering the exit completed exit Outcome 3.1.2: Sustain the the capstone survey mark “4” or surveys, 4 marked 4 number of courses that project higher for question 3 or higher (100%). include research, scholarship, (engagement with and creative expression skills multiple points of Philosophy & Religious Studies 2014-15 Student Learning Related CWU Strategic Methods of Who/What When Criterion of Data Collected Standard Met? Outcomes Plan Outcomes Assessment Assessed Assessed Achievement as key outcomes. view). 4. Students will Outcome 1.1.3: Students and Ethical Students in Winter term 90% of students will Out of 24 students in Yes examine multiple faculty will be increasingly engagement PHIL 302, at least “meet PHIL 302, 23 met or approaches to ethics engaged in the learning rubric which is expectations” on a exceeded and recognize their process in and outside the (Appendix required for standard rubric used expectations application in local classroom. III) Philosophy to grade these (95.8%). and global Outcome 3.1.2: Sustain the and papers. communities — for number of courses that Religious example, by include research, scholarship, Studies examining the and creative expression skills majors. implications of as key outcomes. Exit survey All majors Summer, fall, 67% of students Question 5: Out of 2 Yes those approaches at the end of winter, spring terms answering the exit completed exit for specific moral the capstone survey mark “4” or surveys (philosophy problems, project. higher for question 5 majors only), 2 comparing different (ethical reasoning – marked 4 or higher positions, or PHIL) or 5 (100%). identifying their (understanding of Question 5: Out of 2 historical and ethical ideas – completed exit cultural context. RELS). surveys (religious studies majors only), 2 marked 4 or higher (100%). Philosophy & Religious Studies 2014-15

4. 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 ([email protected]) or Bret Smith ([email protected]) Philosophy & Religious Studies 2014-15 APPENDIX I Department of Philosophy and Religious Studies Evaluation of Senior Thesis

Student’s Name: ______Date: ______

Paper Title: ______

Evaluator: ______

Please refer to the evaluation rubric on the back of this sheet. Student learning Exceeds Does Not Meet Meets Expectations outcomes Expectations Expectations Understanding of the major ideas in the disciplines: Accuracy and relevance of historical or contextual references

Clarity of thesis

Defense of that thesis

Consideration and critical evaluation of a variety of perspectives in supporting material Thoughtful engagement with a serious question

Comments: Philosophy & Religious Studies 2014-15 Evaluation Rubric: These descriptions are intended as general guidelines. Exceeds Does Not Meet Primary Traits Meets Expectations Expectations Expectations The paper The paper accurately The paper contains demonstrates a clear Understanding of the refers to the historical serious inaccuracies grasp of the broader major ideas in the or intellectual context or neglects the context and relevant discipline of the issues context of the issues implications of the discussed. discussed. issues discussed. The paper has a clear The paper’s thesis is The paper lacks a Clarity of thesis and appropriate appropriate but needs clear and appropriate thesis. to be clarified. thesis. The author’s The thesis is argument could be The paper does not defended by a well- strengthened but is support the thesis constructed and fairly persuasive. adequately. Writing convincing argument. Defense of that thesis Writing is fairly is vague, contains Writing is clear and clear, organized, many grammatical free of grammatical interesting, and errors, and lacks errors, interesting, mostly free of organization. and well-organized. grammatical errors. The paper merely The analysis shows repeats someone Original and some independent else’s ideas and insightful analysis of interpretation of the Consideration and interpretations, or the material. The material. The paper critical evaluation of gives a relatively paper references uses well-chosen a variety of superficial reading of important and varied sources adequately perspectives in the material. The sources, uses them and cites them supporting material paper does not use effectively, and cites appropriately, with appropriate sources or them appropriately. some mistakes in does not cite them format. properly. The thesis focuses on The thesis focuses on The thesis does not a significant topic, a significant topic but focus on a significant Thoughtful and demonstrates the does not demonstrate topic, and does not engagement with a student’s grasp of the a very thorough demonstrate an serious question perplexities and engagement with the adequate grasp of the complexities of that issue. theoretical issues. issue. Philosophy & Religious Studies 2014-15 APPENDIX II Department of Philosophy and Religious Studies Exit Survey Questions

1. 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.] Philosophy & Religious Studies 2014-15 APPENDIX III Department of Philosophy and Religious Studies Revised Ethical Engagement Evaluation

Outcome 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 Engagement Consideration of Identification of Identification of Articulation of Overall Student Name Opposing Issue Values Moral Theory Assessment Viewpoints

Scoring 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 IV Exit Survey Results Quantifiable Questions 2014-15 2013-14 2012-13 2011-12 2010-11 Average Average Average Average Average Response Response Response Response response Q1: (PHIL majors only): When you pick 4.5 3.81 4.23 4.58 4.73 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? Q1: (RELS majors only): When you pick 4.5 n/a * * * 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? Q2: How would you rate your ability to 4.75 3.81 4.0 4.47 4.45 advance and defend a thesis? Q3: How much has the department 4.75 4.18 4.8 4.84 4.64 contributed to your engagement with multiple points of view, and an attitude of open-mindedness with regard to those views? Q4 (PHIL majors only): How would you 5.0 4.18 4.22 4.61 4.5 rate your ability to analyze and critically evaluate the claims of others? Q4 (RELS majors only): How would you 5.0 n/a 4.3 4.5 4.6 rate your ability to analyze and comprehend the beliefs and practices of others? Q5 (PHIL majors only): How would you 5.0 4.45 4.44 4.56 4.33 rate your ability to engage in ethical reasoning? Q5 (RELS majors only): How much has 4.5 n/a 4.6 4.25 4.6 the department contributed to your ability to understand the ethical sources, concepts, ideas, and practices of various religious traditions? Q6: Please rate your satisfaction with the 5.0 4.0 † † † advising you received in the department. Q7: Please rate your overall satisfaction 4.75 4.09 4.75 4.58 4.73 with your experience in the department. *Separated exit surveys for PHIL/RELS.

Note: Responses to open-ended questions are reproduced here without editing, except for

rev. 1/15 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 now  The 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

rev. 1/15 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 debt  I 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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