Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: ___HISTORY AND PHILOSOPHY_________________COLLEGE:
CAS
CONTACT PERSON: ___JILL DIETERLE________________________________________________________________________________
CONTACT PHONE:
7-3393
CONTACT EMAIL:
jdieterle@emich.edu
REQUESTED START DATE: TERM__FALL___________YEAR___2013________
A. Rationale/Justification for the Course
PHIL 601 First Year Seminar in Philosophy is a core course in the new Philosophy M.A. program. The course is
limited to and compulsory for entering Philosophy M.A. students. The content of PHIL 601 will vary from year to
year. What will remain constant is that the course will be devoted to the in-depth study of one particular philosophical
issue.
PHIL 601 is intended to serve two functions: (1) To introduce the entering graduate students to graduate study in
philosophy. As such, the course is designed to help students develop the reading, writing, research, and professional
skills necessary to have a successful graduate career in philosophy. (2) To establish a philosophical community among
the entering class.
B. Course Information
1. Subject Code and Course Number:
PHIL 601
2. Course Title: First Year Seminar in Philosophy
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No__x____
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
An in-depth study of one particular philosophical issue. Content will vary from year to year. Limited to first year
Philosophy M.A. students.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) x
On Campus
x
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Miller, New Course
Sept. 09
Normal (A-E)
x
Credit/No Credit
New Course Form
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
x
College of Education
Yes
No
x
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
x
No
If “Yes”, list the majors/programs
Philosophy M.A. program
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates_______
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
x
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
Miller, New Course
Sept. ‘09
Page 2 of 10
New Course Form
d. Restriction by Permission. Will Departmental Permission be required?
Yes
x
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
x
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
x
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
x
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
x
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
Miller, New Course
Sept. ‘09
Page 3 of 10
New Course Form
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For ____6______
Against _____0_____
Abstentions _____0_____
(Enter the number of votes cast in each category.)
Richard Nation
Department Head/School Director Signature
10 September 2012
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Miller, New Course
Sept. ‘09
Date
Page 4 of 10
New Course Form
G. Approval
Associate Vice-President for Academic Programming Signature
Date
Note: Since the content of PHIL 601 will differ from year to year, the attached syllabus is a sample of what one
instantiation might look like.
PHIL 601 Desert and Justice “Hard workers deserve success. Wrongdoers deserve punishment. Victims of negligence deserve compensation. The best-­‐qualified applicant deserves the job. Good students deserve good grades. The virtuous deserve happiness.” (What Do We Deserve? p. 61) Are these statements true? If so, why? Generally speaking, desert requires a desert base. If A deserves x, then there must be some reason that A is deserving. Call this base y. So A deserves x in virtue of y. In this seminar, we’ll examine the kinds of things that can legitimately be plugged in for y. We’ll also take an in-­‐depth look at desert as it functions in the marketplace. Goals and Objectives In this course, students will: • understand and apply theories of desert. • reconstruct arguments presented in the literature. • evaluate and critique arguments relating to the justification of desert claims. • formulate and defend a thesis on an issue within the area of desert and justice. • improve critical and analytical skills. • engage in the practice of philosophy. Texts
What Do We Deserve? A Reader on Justice and Desert. Ed. Louis Pojman and Owen McLeod. Oxford (1999). Liberty, Desert, and the Market: A Philosophical Study. Serena Olsaretti. Cambridge (2009). Additional articles are posted at emuonline. Requirements Presentations and Critiques: Paper: Paper Presentation: Participation: 20% 40% 20% 20% Presentations and Critiques Miller, New Course
Sept. ‘09
Page 5 of 10
New Course Form
You will be responsible for leading the class discussion for two class periods. Your goal will be to present and critique the primary arguments from the assigned reading. A more detailed assignment sheet will be passed out in class. Paper You are to choose a thesis and defend it. Your paper must deal with an issue having to do with justice and desert, but it need not be one that we are covering in class. All paper topics must be approved by me. Everyone must turn in a thesis statement by week 7. Additionally, everyone must turn in at least one rough draft. The draft should be turned in via the www.emuonline.edu dropbox on or before the date of your paper presentation. I will comment on your draft and I expect you to take my comments into consideration when you revise your paper. You can turn in as many rough drafts as you want to turn in, up until the day of your presentation. (A more detailed assignment sheet will be handed out in class.) Paper Presentation You will be presenting your paper to the rest of the class. The purpose of the presentation is to give you practice presenting your own ideas and for you to get feedback from others on your paper. You should use this feedback, and any comments you receive from me, to revise your draft into its final form. Participation Much of your learning will take place in interaction with the rest of the class. You are expected to participate actively in general class discussion by asking questions, making comments, etc. Class participation requires preparation outside of class. In other words, I expect you to have done the reading before coming to class and to have thought about it. The articles you will read for this class can be difficult, but do your best to figure out the authors’ arguments. Furthermore, since you cannot participate unless you are present, I expect you to be here. To assign your participation grade, I’ll ask myself the following questions: Is the individual a good listener? Are the points that he/she makes relevant to the discussion? Is there a willingness to share information collegially (as opposed to competitively)? Is there a willingness to test new ideas rather than merely repeat the text? Has the individual regularly attended class? Grading Scale A: A-­‐: B+: B: B-­‐: 93% -­‐ 100% 90% -­‐ 92% 88% -­‐ 89% 83% -­‐ 87% 80% -­‐ 82% C+: C: C-­‐: F: 78% -­‐ 79% 73% -­‐ 77% 70% -­‐ 72% 69% and below COURSE POLICIES Academic Integrity: Academic dishonesty will be penalized. Academic dishonesty includes, among other things, cheating and plagiarism. Plagiarism: From dictionary.com: “ 1: a piece of writing that has been copied from someone else and is presented as being your own work 2: the act of plagiarizing; taking someone's words or ideas as if they were your own.” Miller, New Course
Sept. ‘09
Page 6 of 10
New Course Form
Do not plagiarize. Any time you present someone else’s ideas as if they were your own, you plagiarize. Obviously, if you buy a paper off the internet or turn in a paper your friend wrote, you are plagiarizing. If you cut and paste from an internet page, that’s plagiarism, too. Plagiarism is unethical, illegal and a violation of the EMU student conduct code. If you are citing someone else’s work in your paper and you use his or her ideas, failing to cite your source constitutes plagiarism. If you use the exact words of someone else, you must indicate that it is a quotation. Short quotes (fewer than three lines) are put inside quotation marks. Longer quotes are indented by ½” inch on both the right and left. Whenever you quote someone or use someone else’s ideas, you must note where the quote came from. (Author, title, publisher, page number, year of publication. See http://www.liunet.edu/cwis/cwp/library/workshop/citmla.htm for instructions on how to do this.) Anyone guilty of plagiarism will automatically fail the course. Charges may be brought with Student Judicial Services. Students with Disabilities: Reasonable accommodations will be provided for students with disabilities. Please speak with me at the beginning of the semester. Guidelines for Classroom Behavior: Classroom civility is required. I expect you to listen when others are speaking, refrain from talking or making noise during class, disagree with ideas (not people), try to help others understand the material, and try to understand the points that others make. Cell phones and pagers: All cell phones and pagers must be turned off during class. You may not leave the room to answer the telephone unless it is an emergency. EMU Email: All handouts and assignments will be mailed to you as attachments. Thus, you must check your emu email account regularly. Last But Not Least: I am honored to have you in this class. I hope you learn a great deal this semester and I hope you enjoy the class. Please feel free to come see me during my office hours, or, if you are not available at those times, to make an appointment to see me. Tentative Schedule Week 1: Week 2: Week 3: Week 4: The Concept of Desert Reading: Feinberg, “Justice and Personal Desert” Kleinig, “The Concept of Desert” Miller, “Deserts” Lamont, “The Concept of Desert in Distributive Justice” Desert and Responsibility Reading: Miller, “Desert and Determinism” Feldman, “Desert: Reconsideration of Some Received Wisdom” The Rawlsian Debate Reading: Spiegelberg, “An Argument for Equality from Compensatory Desert” Rawls, selections from A Theory of Justice The Rawlsian Debate, continued Miller, New Course
Sept. ‘09
Page 7 of 10
New Course Form
Week 5: Week 6: Week 7: Week 8: Week 9: Week 10: Week 11: Week 12: Week 13: Week 14: Week 15: Reading: Nozick, selections from Anarchy, State, and Utopia Sandel, “Liberalism and the Limits of Justice” McLeod, “Desert and Institutions” Comparative Desert Reading: Miller, “Comparative and Noncomparative Desert” (emuonline) Kagan, “Comparative Desert” (emuonline) McLeod, “On the Comparative Element of Justice” (emuonline) Economic Desert Reading: Scheffler, “Distributive Justice and Economic Desert” (emuonline) Vallentyne, “Brute Luck Equality and Desert” (emuonline) Sher, “Effort and Imagination” (emuonline) Desert and the Marketplace Reading: Olsaretti, Chapters 1 -­‐2 Desert and the Marketplace, cont. Reading: Olsaretti, Chapters 3 – 4 Desert and the Marketplace, cont. Reading: Olsaretti, Chapters 5 – 6 Desert and the Marketplace Reading: Olsaretti’s critics Discussion Presentations Presentations Presentations Presentations Bibliography Annis, David B; Bohanon, Cecil E. “Desert and Property Rights.” Journal of Value Inquiry 26. 4 (Oct 1992): 537-­‐546. Aristotle. Politics. Trans. Benjamin Jowett. New York: Dover (2000). -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐. Nichomachean Ethics. Trans. W.D. Ross. Oxford: Oxford Univ. Press (1925). Baiasu, Sorin. “Institutions and the Normativity of Desert.” Contemporary Political Theory 6. 2 (May 2007): 175-­‐195. -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐. “The Normative Pluralism of Desert.” Journal of Political Philosophy 14. 2 (Jun 2006): 226-­‐237. Miller, New Course
Sept. ‘09
Page 8 of 10
New Course Form
Cellelo, Peter. “Against Desert as a Forward Looking Concept.” Journal of Applied Philosophy 26.2 (May 2009): 144 – 59. Cupit, Geoffrey. “Desert and Responsibility.” Canadian Journal of Philosophy 26. 1 (Mar 1996): 83-­‐99. Dieterle, J.M. “Affirmative Action and Desert.” Public Affairs Quarterly 19.2 (April 2005): 81 – 94. Feinberg, Joel. “Justice and Personal Desert.” NOMOS VI: JUSTICE (1963): 69-­‐97. Freiman, Christopher; Nichols, Shaun. “Is Desert in the Details?” Philosophy and Phenomenological Research 82. 1
(Jan 2011): 121-­‐133. Garcia, Jorge L A. “The Rights-­‐Interpretation of Desert.” Dialogos: Revista del Departmento de Filosofia Universidad de Puerto Rico (Jul 1990): 143-­‐156. Greenblum, Jake.”Distributive and Retributive Desert in Rawls.” Journal of Social Philosophy 41. 2 (Jul 2010): 169-­‐
184. Holmgren, Margaret. “Justifying Desert Claims: Desert and Opportunity.” Journal of Value Inquiry 20. 3 (1986): 265-­‐
278. Kant, Immanuel. Groundwork of the Metaphysics of Morals. Cambridge: Cambridge Univ. Press (1998). Kleinig, John. “The Concept of Desert.” American Philosophical Quarterly 8 (Jan 1971): 71-­‐78. Kristjánsson, Kristján. “A Utilitarian Justification of Desert in Distributive Justice.” Journal of Moral Philosophy: An International Journal of Moral, Political and Legal Philosophy 2. 2 (Jul 2005): 147-­‐170. -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐. “Justice, Desert, and Virtue Revisited.” Social Theory and Practice: An International and Interdisciplinary Journal of Social Philosophy 29. 1 (Jan 2003): 39-­‐63. Mill, John Stuart. Utilitarianism. Berkeley: Univ. California Libraries (1879). Milne, Heather. “Desert, Effort, and Equality.” Journal of Applied Philosophy 3 (Oct 1986): 235-­‐243. Moore, Eric. “Desert, Virtue, and Justice.” Social Theory and Practice: An International and Interdisciplinary Journal of Social Philosophy 26. 3 (Oct 2000): 417-­‐442. Nozick, Robert. Anarchy, State, and Utopia. New York: Basic Books (1977). Olsaretti, Serena. Liberty, Desert, and the Market: A Philosophical Study. Cambridge: Cambridge Univ. Press (2009). -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐. Ed. Desert and Justice. Oxford: Clarendon Press (2003). Plato. The Republic. New York: Simon and Brown (2011). Rawls, John. A Theory of Justice. Cambridge: Belknap Press of Harvard (1999). Miller, New Course
Sept. ‘09
Page 9 of 10
New Course Form
Richards, Norvin. “Luck and Desert.” Mind: A Quarterly Review of Philosophy 95 (Apr 1986): 198-­‐209. Sidgwick, Henry. The Methods of Ethics, 7th Edition. London: MacMillan (1907). Sterba, James P. “Justice and the Concept of Desert.” Personalist 57 (Apr 1976): 188-­‐197. Miller, New Course
Sept. ‘09
Page 10 of 10