Departmental Goals

A. The Philosophy Department will provide high quality services to SCSU students.

This is understood as including, but not limited to, the following:

  • Achieving high quality in the LEP Goal Area 2 (PHIL 194 Critical Reasoning); i.e., achieving a high level of student learning.
  • Providing a broad and appropriate range of Liberal Education electives.
  • Achieving high quality in our Major and Minor programs; i.e., achieving a high level of student learning in these programs, and providing an adequate range of high quality courses in an appropriate program structure.
  • Using the following contractual obligation in hiring and evaluation procedures: "For teaching faculty, effective teaching shall be the principle proportion of the five criteria considered in evaluation" (IFO/MnSCU Master Agreement 2001-03, Appendix G-126).
  • Consistently using and improving assessment instruments at the General Education and Program levels.
  • Implementing a strategy for mentoring students in the program, from recruiting, to advising them in the program and about philosophy, to helping place them in graduate schools.

B. The Philosophy Department will have a high quality environment in which to work.

This is understood as including, but not limited to, the following:

  • Supporting and encouraging one another's ongoing efforts to improve teaching skills and successfully engage in scholarly activities.
  • Mentoring one another as move through the process of retention, tenure and promotion.
  • Monitoring equity with respect to the distribution of departmental work and correcting imbalances.
  • Creating and maintaining an atmosphere in which all members of the department, including staff, can work effectively, efficiently, and under a minimum level of stress.
  • Maintaining an adequate number of employees in our department to successfully perform our duties and achieve our goals.

C. The Philosophy Department will provide high quality services to the University and the community .

This is understood as including, but not limited to, the following:

  • Adjusting programs and course offerings in response to changing institutional and social needs, as well the needs of other disciplines.
  • Having all members of the department participate in the governance structures of the institution, i.e., do a reasonable share of the university's committee work.
  • Increasing philosophical reflection beyond the boundaries of our department and our classrooms by sponsoring public presentations, participating in campus and community conversations, etc.

 

Learning Objectives

Many of these objectives are arguably useful as means to further purposes outside philosophy. However, we believe that they are also valuable in and of themselves, and should be encouraged in all students, and, indeed, in all human beings.

A: Coherent comprehension of content

  1. 1. Students will explain views of the major philosophers of the main historical periods: Ancient/Medieval, Modern, and Contemporary, and/or describe relationships (such as distinctions, similarities, indebtedness, and other connections) among them.
  2. 2. Students will explain representative basic metaphysical issues and theories.
  3. 3. Students will explain representative major epistemological issues and theories.
  4. 4. Students will explain representative fundamental concepts of logic.
  5. 5. Students will explain representative major issues and theories in ethics.

B: Thinking skills that philosophy is particularly suited to developing

  1. 1. Students will analyze concepts, arguments, issues, theories, and/or views.
  2. 2. Students will critically evaluate concepts, arguments, issues, theories, and/or views.
  3. 3. Students will theorize using abstract concepts.

C: Attitudes

  1. 1. Students will value self-understanding and the examination of one's life.
  2. 2. Students will gain a reflective habit of mind.
  3. 3. Students will increase their love of learning.
  4. 4. Students will exhibit intellectual integrity.
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