Departmental Assessment Update - Arts and Humanities Report
Department: Philosophy
Program: BA
Level: Undergraduate
1. Has your program developed learning outcomes? If
yes, please list.
Students acquire the skills
- careful reading and interpretation of philosophical texts,
- of writing clear, succinct and well argued papers
- of responding critically to the ideas advanced by others
- of expressing ideas logically and coherently
- acquire a basic knowledge of the history of Western Philosophy
- are acquainted with at least one non-Western philosophic tradition
- are acquainted with at least one topic in the contemporary study of philosophy.
- conduct and write up independent research
2. If your program has learning outcomes, where are
they published (e.g., department web page)?
These are published in the pamphlet we distribute to prospective majors and on the department web site.
3. Do your faculty list course learning outcomes on
their syllabi?
NO
4. Does your program have a curriculum map that
links course outcomes to program outcomes? If
so, please include.
Yes - cannot be done in 500 characters - I have an excel spreadsheet containing the information
5. Does your program benchmark or have goals for
student performance? (e.g. 70% students will
graduate within 5 years)
No - often we do not see students (they don't declare) until they are close to graduating.
6. Other than GPA, what data/evidence is used to
determine that graduates have achieved stated
outcomes for the degree? (i.e. capstone project,
class assignment)
1. Collection and evaluation of writing samples in fall semester of papers written in any class by majors who are seniors.
2. Capstone seminar course - students write research papers, presentations to the department.
7. Who interprets the evidence of student learning?
Department Assessment Committee
8. How are the assessment data/results used to
inform decisions concerning the curriculum and
administration of the program?
Committee reports to the department. Findings discussed in the context of ongoing review of the curriculum - other data used, such as feedback from the students. Rubrics for assessing writing developed and circulated to faculty for guidance in teaching and grading.