GENERAL EDUCATION ASSESSMENT AND REVIEW FORM
ETHICS AND HUMAN VALUES (GROUP VIII, E) 5/15
Please attach/ submit additional documents as needed to fully complete each section of the form.
COURSE INFORMATION
Department:
Political Science
Course Number: PSCI 250E
Course Title: Introduction to Political Theory
Type of Request:
Rationale:
New
One-time Only
Renew PSCi 250E
Renew*
Change
Remove
*If course has not changed since the last review and is taught by the same tenure-track faculty member, you may skip sections III-V.
JUSTIFICATION FOR COURSE LEVEL
Normally, general education courses will not carry pre-requisites, will carry at least 3 credits, and will be numbered at the 100-200
level. If the course has more than one pre-requisite, carries fewer than three credits, or is upper division (numbered at the 300 level
or above ), provide rationale for exception(s).
II. ENDORSEMENT / APPROVALS
* Instructor:
Ramona Grey
Signature _______________________ Date____________
Phone: 2721 / Email: ramona.grey@umontana.edu
Program Chair: Ramona Grey
Signature _______________________ Date____________
Dean:
Signature _______________________ Date____________
Associate Dean McNulty
*Form must be completed by the instructor who will be teaching the course. If the instructor of the course changes before the next
review, the new instructor must be provided with a copy of the form prior to teaching the course.
III. DESCRIPTION AND PURPOSE
General Education courses must be introductory and foundational within the offering department or within the General Education
Group. They must emphasize breadth, context, and connectedness; and relate course content to students’ future lives: See
Preamble
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IV. CRITERIA
BRIEFLY EXPLAIN HOW THIS COURSE MEETS THE CRITERIA FOR THE GROUP.
1.
2.
Introduction to Political Theory (PSC 250E) familiarizes students with the basic concepts and issues that preoccupy the political
theorist, including the origins of government and society, the nature of justice, the ideal state, and the meaning of political
legitimacy.
Course covers and examines with students virtue ethics, individual rights, utilitarianism, social justice, utopianism, and the
political theorist’s search for ethical standards in social/political life.
V. STUDENT LEARNING GOALS
BRIEFLY EXPLAIN HOW THIS COURSE WILL MEET THE APPLICABLE LEARNING GOALS.
Upon successfully completing PSCI 250:
1. Student can demonstrate an understanding of the political and ethical values associated with classical and modern thinkers,
including Plato, Aristotle, Locke, Burke and Marx.
2. Student can identify major themes and ideas associated with the ideologies of utopianism, classical and reform liberalism,
utilitarianism, conservatism, feminism, Marxism, as well as contemporary variations such as neo-Marxism.
3. Students will be able to provide an interpretative, critical essay on a dystopian novel, examining how the ethical ideals of Plato
are embraced, perverted and/or negated.
VI. ASSESSMENT
A. HOW ARE THE LEARNING GOALS ABOVE MEASURED ? Describe the measurement(s) used, such as a rubric or specific test
questions that directly measure the General Education learning goals. Please attach or provide a web link to the rubric, test
questions, or other measurements used.
1. Students complete a two-part midterm. First midterm focuses on Plato’s concept of justice requiring students correctly identify
the various definitions of justice in the Republic, Book I & II, and write an essay (e.g. What are the main features of Plato’s utopia
and what makes it the ‘perfectly’ just society? Who rules, and on what grounds does Plato justify these people ruling? Who are
the “Guardians?” Why must the Guardians in this society hold property and wives in common?) Second midterm exam requires
students to correctly identify the normative and analytical framework Aristotle uses in the Politics to classify different types of
constitutions, and his notion of distributive justice. In an essay, they must critically assess Aristotle’s prescriptions for creating
social stability.
2. Each student writes an interpretative, critical essay on a utopian novel, examining how the ethical ideals of Plato are embraced,
perverted and/or negated. This satisfies the General Ethical expectation that students can critically evaluate the ethical
standards for determining the good life.
3. Lastly, each student completes a comprehensive final exam consisting of writing two essays that must demonstrate an
understanding and ability to apply the political and ethical values associated with classical and modern thinkers, including Plato,
Aristotle, Locke, Burke and Marx. This satisfies the General Education learning goal of prompting students to think about
different forms of ethical reasoning (e.g. virtue ethics, utilitarianism, natural law theory etc.) and how they might be applied to
the human condition;
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A General Education Assessment Report will be due on a four-year rotating cycle. You will be notified in advance of the due date.
This will serve to fulfill the University’s accreditation requirements to assess general education and will provide an opportunity to
connect with your colleagues across campus and share teaching strategies. Items VI.B- D will be helpful in compiling the report.
B. ACHIEVEMENT TARGETS
[This section is optional. Achievement targets can be reported if they have been established.]
Describe the desirable level of performance for your students, and the percentage of students you expected to achieve this:
1.
2.
3.
C. ASSESSMENT FINDINGS
[This section is optional. Assessment findings can be reported if they are available.]
What were the results/findings, and what is your interpretation/analysis of the data? (Please be detailed, using specific
numbers/percentages when possible. Qualitative discussion of themes provided in student feedback can also be reported. Do NOT
use course grades or overall scores on a test/essay. The most useful data indicates where students’ performance was stronger and
where it was weaker. Feel free to attach charts/tables if desired.)
D. ASSESSMENT FEEDBACK
Given your students’ performance the last time the course was offered, how will you modify the course to enhance learning? You
can also address how the course could be improved, and what changes in the course content or pedagogy you plan to make, based
upon on the findings. Please include a timeframe for the changes.
To enhance course lecture material, we have added power point slides with key concepts to help students follow lectures. In
addition, we are experimenting with a new assessment essay. Students will take the following essay blue book exam during the first
and last week of classes. Please write a short essay (at least 3 paragraphs) addressing the following: Should political theory concern
itself with establishing standards of human conduct (e.g. just v. unjust; good desires v. bad desires etc.)? If so, then on what basis do
we establish standards of ethical conduct? How would Plato (classical Greek thinker), Jeremy Bentham (utilitarian), and John Stuart
Mill respond? What is your position on these questions? Which thinker do you find provides the most desirable ethical standard, and
why? Has your own position changed regarding the most desirable ethical standard? Please briefly explain.
The second assessment essay also provides them with an opportunity to ‘gage’ how well they are prepared for their comprehensive
final essay.
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A General Education Assessment Report will be due on a four-year rotating cycle. You will be notified in advance of the due date.
This will serve to fulfill the University’s accreditation requirements to assess general education and will provide an opportunity to
connect with your colleagues across campus and share teaching strategies.
VII. SYLLABUS AND SUBMISSION
Please submit syllabus in a separate file with the completed and signed form to the Faculty Senate Office, UH 221. The learning
goals for the Ethics Group must be included on the syllabus. An electronic copy of the original signed form is acceptable.
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