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: Philosophy
PHL 112
Course Number:
Course Title: Introduction to Ethics and the Environment
Type of Request:
Rationale:
New
One-time Only
X Renew*
Change
Remove
This course examines the fundamental positions in animal and environmental ethics seen through the
lens of Kantian, Utilitarian, and Aristotelian ethics.
*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).
Not applicable.
II. ENDORSEMENT / APPROVALS
* Instructor: Christopher Preston
Signature
_______________________ Date____________
Phone / Email: x2171 / christopher.preston@umontana.edu
Program Chair: Paul Muench
Signature
_______________________ Date____________
Dean:
Signature
_______________________ Date____________
*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
No changes since last renewal.
IV. CRITERIA
BRIEFLY EXPLAIN HOW THIS COURSE MEETS THE CRITERIA FOR THE GROUP.
1.
Courses focus on one or more of the specific traditions of ethical thought (either Western or nonWestern), on basic ethical topics such as justice or the good life as seen through the lens of one or
more traditions of ethical thought, or on a professional practice within a particular tradition of ethical
thought.
No changes since last renewal.
2.
Courses provide a rigorous analysis of the basic concepts and forms of reasoning which define the
traditions, the ethical topics, or the professional practices that are being studied.
No changes since last renewal.
V. STUDENT LEARNING GOALS
BRIEFLY EXPLAIN HOW THIS COURSE WILL MEET THE APPLICABLE LEARNING GOALS.
1.
Correctly apply the basic concepts and forms of reasoning from the tradition or professional practice
they studied to ethical issues that arise within those traditions or practices.
No changes since last renewal.
2.
Analyze and critically evaluate the basic concepts and forms of reasoning from the tradition or
professional practice they studied
No changes since last renewal.
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.
SAMPLE QUIZ AND FINAL QUESTIONS
1.
2.
3.
Name two of the four common fallacies in ethical reasoning that people who have not taken PHL
112 often commit? (1 point)
What does Aristotle think is the human function? What is Aristotle’s “Doctrine of the Mean”?
What is one of the advantages of a virtue-based approach to environmental ethics over an actbased approach? (3 points)
Explain how Kant thinks lying fails the universal law version (first version) of his categorical
imperative. (3 points)
4.
Why does Rolston first have to deal with an “is” question (i.e. ontology) concerning species? Why
does he think anthropogenic extinctions are worse than natural ones? Explain the ethic behind
his “rivets” argument for protecting endangered species.
Two quizzes (20 points each) and the final (25 points) provide an opportunity to assess the comprehension
of materials covered in the course. These questions taken from the quizzes and finals test whether
students are meeting the following two learning objectives described in the syllabus:


Students should be familiar with the major theories in environmental ethics
Students should understand the basic ethical frameworks of Aristotle, Kant, and Mill
THREE PAGE ESSAY ASSIGNMENT
Take one item that was in your philosophical backpack at the start of the semester and show how
you have informed, expanded, or rejected it on the basis of some of the ethical theory we have
read or talked about this semester. Connect that ethical theory - now in your backpack! - to a
practical environmental issue of your choice.
As well as picking an item from your backpack your essay should do the following: It should show
clearly that 1) you understand the relevant theory that fits your item, 2) you can apply that theory
to a chosen environmental issue, and 3) you can anticipate the objections that someone might
raise to your position. The assignment is designed to test your comprehension of theory, its
connection to your beliefs, your ability to apply theory to the real world, and your capacity for
anticipating the views of others. It will also test your clarity of expression.
It is recommended that you look over the "Pryor Guidelines" posted at the top of Moodle to get an
idea about the character of a good philosophical essay.
This three page essay assignment due in the latter third of the semester is revisable based on
written feedback provided. The assignment is designed to help me assess whether students
have made progress in the following three learning objectives.

Students should be able to take an environmental or conservation issue and see clearly
its ethical dimensions

Students should have gained skills in reading difficult texts, expressing their views
clearly, and arguing complicated points with their peers
IN CLASS THOUGHT ASSIGNMENTS
In more than 90% of the classes during the semester, I take a moment to stop and tell the
students to turn to their neighbor and discuss for 3-5 minutes some issue we are currently
thinking about. Examples might include ‘What do you think wildness is? Justify your dietary
choices? Are there any universal ethical laws and what are they? Do you support delisting the
grizzly bear in the Greater Yellowstone Ecosystem and why?’ After discussion, the students have
to write a paragraph on a sheet of paper and turn it in at the end of class. I read them later that
evening and then read back to the class in the following meeting (without revealing the name of
the student who wrote it) some of the more provocative ones. This assignment allows me to
assess student progress on the following three course learning objectives:

Students should be able to take an environmental or conservation issue and see clearly
its ethical dimensions

Students should have gained skills in reading difficult texts, expressing their views

clearly, and arguing complicated points with their peers
Students should be familiar with the major theories in environmental ethics
In addition to the three types of assignments described here, I have students write a selfreflective ethical autobiography during the second week of class to provide a reflection
opportunity on the moral structure they bring to the course. I also ask them to attend an event of
their choice on campus which they are asked to connection to the theories and the topics being
discussed in class. In both of these cases, I am encouraging students to think ethically – and
particularly environmentally ethically – about everyday things.
Students collect points throughout the semester on all these different assignments. They are
building both a knowledge and a basic sense of ethics in several different ways. The diverse
nature of the assignments is designed to reflect the diverse skill set required for environmental
ethics.
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:
Achievement targets have not been established.
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.)
Assessment findings are not available.
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.
No changes are anticipated at this time.
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.
See attached.
INTRODUCTION TO ETHICS AND THE ENVIRONMENT
PHIL 112E
Professor: Christopher J. Preston
Office: LA 157
Classroom: LA11
Class: T, R, 9.40 a.m.-11.00 a.m.
Office hours: T. 11 a.m.-12.30 p.m., W. 1.15-3.15 p.m.
E-mail: Christopher.Preston@umontana.edu
Phone: 243-2937
1. Course Introduction:
This class is an introduction to ethics in the western tradition and, in particular, the
consideration this tradition has given to animals and the natural environment. We will
be approaching our study through the work of Holmes Rolston, III, a thinker widely
regarded as the “father of environmental ethics.” While familiarizing ourselves with
the main ideas in animal and environmental ethics, we will also take time to
understand the
three main traditions in western ethical thought; Kantianism, Utilitarianism, and
Aristotelianism. We will apply our reading to contemporary ethical issues of
importance such as animal rights, endangered species, wildland preservation,
conservation refugees, and climate change.
You will find some of the ideas and concepts discussed in this course to be
straightforward and intuitive. Others you will find extremely challenging! Philosophy
is not just about “having an opinion.” It is a difficult subject that requires intense
concentration and learning. Some of the theorists we will read are quite complex. Do
not get demoralized when you are working through a difficult reading! We will use the
class time to highlight the most important points and to discuss their significance.
Office hours are available to help go over the difficult stuff.
Please note that the course requires the use of Moodle. A significant portion of the
reading will be posted there, in addition to reminders about assignments and other
important administrative materials. Please familiarize yourself with the use of this
digital service. (Note that I am not wanting you to submit assignments through
Moodle. You should bring assignments to class in hard copy).
2. Course Objectives and Student Learning Goals:
By the end of the semester, we should have achieved several goals.

Students should be familiar with the major theories in environmental ethics

Students should understand the basic ethical frameworks of Aristotle, Kant, and


Mill
Students should be able to take an environmental or conservation issue and
see clearly its ethical dimensions
Students should have gained skills in reading difficult texts, expressing
their views clearly, and arguing complicated points with their peers
3. Reading Material:
Holmes Rolston, III. (2012) A New Environment Ethics: the Next Millennium for Life
on
Earth (New York: Routledge) (R)
Materials on Moodle (M)
4. Reading Assignments (subject to change):
Week 1 (Jan 26-28). SOME ETHICS BASICS: (M: Churchill), (M: Solnit).
Week 2 (Feb 2-4). HUMANS: (M: Rachels), (R: 1-2, 32-36), (M: Kant 1).
***Ethical autobiography due in Thursday class (Feb
4th)***
Week 3 (Feb 9-11). HUMANS: (R: 36-44), (R: 14-15), (M: Kant 2), (M:
Reece). Week 4 (Feb 16-18). ANIMALS: (R: 18-19, 63-68), (M: Singer), (M:
Mill). Week 5 (Feb 23-25). ANIMALS: (R: 68-75), (M: Regan), (M: Harari),
(M: Plumwood).
***First in-class quiz during Thursday class (Feb
25th)***
Week 6 (Mar 1-3). ANIMALS: (R: 75-89), (M: Davis), (M: Zimmerman), (M: Fields).
Week 7 (Mar 8-10). PLANTS: (R: 93-103), (M: Lockwood), (M: Schweitzer),
(M: Taylor).
Week 8 (Mar 15-17). PLANTS: (R: 103-113, 115), (M: Aristotle).
Week 9 (Mar 22-24). SPECIES: (M: Sandler), (R: 126-138).
***Deadline for submission of campus talk, Thursday class (March 24th)
*** Week 10 (Mar 29-31). SPECIES: (R: 138-143, 148-154).
***Second in-class quiz in Thursday class (March
31th)***
-----------------SPRING BREAK---------------
Week 11 (Apr 12-14). ECOSYSTEMS: (R: 19-24), (M: Leopold), (R: 158-168).
Week 12 (Apr 19-21). ECOSYSTEMS: (R: 173-185), (M: Dowie).
***Three page essay on the question “Should Wilderness be a Place where
Humans
visit, but do not remain?” Due in class on Thursday (April
21st)***
Week 13 (Apr 26 - Apr 28). EARTH: (R: 44-48, graphs 204-207), (M:
McKibben), (R: 210-217).
Week 14 (May 3-5). EARTH: (R: 52-60, 194-199, 217-222).
***Deadline for extra credit campus talks, Thursday class (May
4th)***
*** Final Exam: Wednesday May 11th at 8 a.m.
***
5. Course Requirements:
Please note that for each assignment you will be given points (not a grade). Your goal
this semester will be to score as many points as possible. Some points (e.g. the ethical
autobiography, campus talk, extra credits) are very easy to get. You should plan to
capture all these points. Others (e.g. the quizzes and the final) are harder. You will be
able to see your running total of points on Moodle. Twice during the semester, I will
give you an idea of how your points are looking for your grade. However, this will
only be an estimate until points for the final exam and class attendance are included.
Instead of worrying about your grade, concentrate on accumulating as many
points as you can during the semester. Take advantage of the extra credit
opportunities.
(For written assignments, please use 12 point font, one inch margins all round,
and double spacing. Do not put extra spaces between paragraphs or headings.)
a) Attendance and participation (15 points). Attendance and participation are required
in this class. Attendance will be measured in part by unannounced in-class assignments
that cannot be made up. Two classes can be missed without any penalty. Your next
two missed classes cost one point each. From the fifth miss onwards, you will lose
two points for each absence. If you need to miss class for a legitimate reason, please
e-mail or talk to me directly ahead of time (if possible) so that I know what is going on.
b) Ethical autobiography (5 points). On Thursday, February 4th you must turn in a
three page (typed, double-spaced) ethical autobiography detailing the source of your
current views on matters of right and wrong. Think back to your early influences and
identify all the main sources of the values, principles, and ethical considerations you
have incorporated into your ethical backpack. Points will be lost for turning in less
than 2.5 pages and for completing only a superficial examination of your influences.
c) Extra-Curricular Event (5 points). UM offers a range of extra-curricular lectures,
conferences, and talks touching on ethics and/or the environment. You are required to
attend one of these events during the semester before spring break on your own
initiative and to turn in a two-page summary of the content (1) and quality (2) of the
talk. You must also include some analysis that reflects the ethics (3) we have been
studying.
You may not use an event that you are required to attend for another class. Suitable
events are regularly announced in the Kaimen, the Missoulian, the Independent,
posted
on flyers around campus, and on the website http://events.umt.edu. Please note that I
will not be providing you with a list of talks. You must find an event with an ethical
dimension on your own initiative. The deadline for submission of your assignment is
the Thursday class, a week before spring break, March 24th.
d) Two In-Class Quizzes (20 points each). These quizzes will contain a mixture of
short and longer answers on questions relevant to the reading and lecture so far. One
week prior to each quiz, I will post some study questions on Moodle designed to help
you prepare.
e) One three page essay (10 points). The essay question is: “Should wilderness be a
place where humans visit, but do not remain?” (Read the Pryor guidelines on essay
writing to assist you in your paper (available on Moodle)). You can use material from
any point of the semester to support your position. Weeks 11, & 12 should be
particularly helpful. Credit will be assigned for a) clear expression of your thoughts, b)
understanding the philosophical issues at work, c) making connections to theorists from
class, and d) anticipating complexities and counter-arguments. You all have the option
to resubmit
your essay based on the comments received before the final. You must turn in both
the original essay and your rewrite to have a chance of gaining any points.
f) Final Exam (25 points). There will be a final exam on Wednesday, May 11th at 8
a.m. that will test your knowledge of the readings and the lectures throughout the
semester. This exam may only be taken on the date and time specified. A student who
misses the exam for a trivial reason (e.g. slept late, thought the exam was at a different
time, decided to buy a plane ticket and end your semester early etc.) will not be
allowed to retake or reschedule it.
Extra Credit:
i) Office visit: It is always a good thing to check in with the professor or the TA from
time to time. I encourage you to use office hours as much as you can. We are being
paid to help you with this class! You will get one extra credit point (up to a limit of 2)
for coming to an office hour (either mine or the TA’s) to discuss issues related to the
ethical theory we study this semester.
ii) Extra-Curricular Events: There is enormous value in taking yourself to a range of
extra-curricular talks offered on campus. The speakers are often highly motivated and
interesting people. After you graduate from college, it is unlikely you will have access
to such people on a regular basis again. You will get 2 extra credit points (up to a limit
of
4) for additional events on subjects related to ethics and/or the environment that you
attend during the semester. To get this credit, you must turn in a two-page summary
of
the event (as instructed in the campus talk assignment above) within a week of
attendance of the talk. You may not use any event that you are required to attend for
another class. The last date to turn in any event write-up is Thursday, May 4th during
class.
6. General Expectations:
I expect you to come to class having carefully read the material assigned for that week.
If there are two (or three) readings, we will tend to discuss the first one on Tuesday and
the second (and third) on Thursday. It will usually be helpful, however, to have them
all read before the Tuesday class. As we talk about the reading, I will seek opinions on
various topics and may call upon individuals to answer questions relevant to the reading
and lecture. Please be prepared to discuss the issues and to bring your own questions
and concerns to everyone’s attention.
I expect everyone to contribute positively to a community of learning. This means
being respectful of those around you in the class at all times, including myself. You
are expected to attend every class, to not disrupt those around you unnecessarily, and to
stay for the duration of each class period.
No electronic devices can be used in this class (with the exception of a recording
device). This means no laptops, cell phones, smart phones, tablets, etc. This is to avoid
the temptation of web-surfing and doing other work during our brief time together.
Such use is always a distraction to your neighbor and a big distraction to me. A student
found using such a device during class will be ejected and have the class count as
“unattended.” (Please come and see me if there is a legitimate reason why I should grant
an exception to you).
I also expect complete academic integrity at every point of the course. Any academic
dishonesty will lead to an automatic F for your semester grade (and that of any
collaborators) and a meeting with the appropriate academic authorities. There will be
no exceptions to this zero tolerance policy on academic dishonesty.
7. Additional remarks:
The University of Montana assures equal access to instruction through collaboration
between students with disabilities, instructors, and Disability Services for Students
(DSS). If you think you may have a disability with the potential to adversely affect
your academic performance, and you have not already registered with DSS, please
contact DSS in Lommasson 154 (phone: 243-2243). Please let me know as soon as
possible
about any assistance I might be able to offer. I will work with you and DSS to provide
an appropriate accommodation.
The University Writing Center is located almost directly above our classroom in the
LA building (LA 144). This is an important resource to keep in mind, especially
when it comes to writing your essay in Week 12.
Finally, I ask you to contribute to the best learning environment possible as we share
time together this semester. Please do your part to make our time together as
productive and enjoyable as possible. I guarantee you that I will be working hard to do
the same.