Saint Louis University
College of Arts & Sciences
Annual Report Template
FY2013 (July 2012-June 2013)
Instructions: Please fill in all of the requested information; boxes will
expand to accommodate your text.
Department Information
Department
Academic Programs
Degrees
Contact Person
Name
Title
e-mail address
Phone
Philosophy
Undergraduate, Graduate
B.A., M.A. (non-thesis and thesis), Ph.D.
Theodore R. Vitali, C.P.
Chair/Assistant Professor
vitalit@slu.edu
7-3149
Department Mission Statement and Goals
Mission Statement: Inspired by the Jesuit Catholic ideal of finding God in all things, the
Saint Louis University Department of Philosophy engages in teaching, research, and
service that, in various ways, work to promote justice, care for others, and openness to
God. As a pluralistic department, we prize not only approaches that accord with or
affirm this traditional Jesuit Catholic ideal, but also those that strengthen it by
challenging it.
Undergraduate Teaching: The Department strives to provide an excellent introduction
to the discipline and practice of philosophy. We seek to build up in our students the
ability to understand, explain, and evaluate lines of reasoning, to foster a reflective
moral life, and to educate them in the history of philosophy, contemporary
philosophical debate, and the Catholic heritage. Our goal is to nurture in each student a
philosophical habit of mind, an appreciation for the Western philosophical tradition, a
spirit of intellectual inquiry, and a lifelong desire for wisdom.
Graduate Teaching: The Department aims to help graduate students understand
current debates in light of the rich history of philosophy and to prepare them to
contribute creatively to contemporary discussions. The Department also mentors
students in the practice of teaching philosophy so that they might become excellent
teachers, able to pass on that understanding and heritage. Finally, in fidelity to its Jesuit
Catholic mission, the Department provides various informal settings for interested
students and faculty to explore together the integration of reason with faith and moral
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commitment.
Research: The Department seeks to continue the Catholic tradition of engaging
philosophically with contemporary culture, both to learn from it and to share with it the
intellectual heritage Catholicism treasures. The Department serves this tradition
through philosophical research from a range of perspectives, Catholic and non-Catholic.
In their research, faculty members aim to enrich the life of the mind and further the
welfare of the human community.
Service: The Department is guided by the Jesuit ideal of being men and women for
others. Consistent with this goal, the members of the Department endeavor to place
their philosophical expertise and their other talents and gifts at the service of Saint Louis
University as well as various academic, religious, business, political, or cultural
communities.
Current Goals and Objectives: (list separately for department and for each program
if multiple programs exist in department)
1. Three junior hires in the 13-14 year.
2. Maintain Res Philosophica.
Please specify progress made towards meeting these goals in the last year:
1. Successfully hired senior level metaphysician (Jason Turner, Leeds) in
12-13 year.
2. Named Jonathan Jacobs EIC of Res Philosophica, formerly known as
the Modern Schoolman. Jon was able to make the journal current in
less than one year.
Future Goals and Objectives: (describe goals for the coming year)
1. Three junior hires in the 13-14 year.
2. Maintain Res Philsoophica.
Student Learning Outcomes
Please list your learning outcomes: (list separately for department and for each
program if multiple programs exist in department)
Ph.D. in Philosophy
1. Students will demonstrate knowledge of the history of philosophy
2. Students will demonstrate knowledge of three out of the four main areas of
philosophy (epistemology, metaphysics, ethics, and social/political philosophy)
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3. Students will demonstrate knowledge of standard mathematical logic
4. Students will demonstrate proficiency in 2 foreign languages
5. Students will demonstrate ability to examine and evaluate arguments.
6. Students will demonstrate the ability to defend their own viewpoints.
7. Students will demonstrate respect for others.
8. Students will demonstrate knowledge of ethical or social values.
9. Students will develop, articulate, and evaluate arguments for their own positions.
Objectives
Students know how to teach philosophy
Outcomes
10. Students design syllabi, lecture, lead
discussions, meet with students outside
class, use technology for teaching
purposes
11. Students present their research in
professional venues, engage in job
searches, exhibit good interviewing skills
Students are professional philosophers
Philosophy Major
Objectives
Outcomes
Students will gain knowledge and
12. Students perform satisfactorily (C or
understanding of the history and topics of better) in all courses required for major.
philosophy.
13.Students exhibit the relevant
knowledge in senior project.
Students can apply philosophical
14. Students exhibit these skills in course
knowledge and ideas to various
work and in the senior project.
disciplines, professions, and areas of life.
Students can detect, understand and
evaluate arguments presented by others
(orally or in writing).
Students are able to work through
disagreements civilly and reasonably.
15. Students exercise this capacity in class
discussions and by cooperating with
constructive criticism from the senior
project director.
16. Students exercise this capacity in
Students are able to develop, articulate,
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and evaluate arguments for their own
beliefs and choices.
Students can address questions of
transcendence and justice.
course work and in the senior project.
17.Students exercise this capacity in
relevant coursework, and in the senior
project (if applicable).
Core Course #1: Phil 105 Introduction to Philosophy
Objectives:
(A) Students will achieve a basic understanding of some of the philosophical
texts most foundational to the Western intellectual tradition.
(B) Students will be able to think independently and creatively about some of the
perennial questions of the human condition.
(C) Students will deepen their capacity for critical thinking.
(D) Students will achieve a greater awareness of the nature and importance of
intellectual virtues, etc.
(E) Students will learn to communicate more clearly.
(F) Students will become more “open-minded” and able to appreciate, or at least
be open to, the possibility of transcendent realities.
Outcomes:
(1) Students can explain key views of Plato and Aristotle and relate them to
issues in philosophy as well as in other disciplines or activities. (Outcome for
assessing objective (A))
(2) Students can understand and evaluate arguments offered by others
(Outcome for objectives (C) and (E)).
(3) Students can develop and evaluate clear arguments for their own
philosophical positions (for objectives (B),(C), and (E)).
(4) Students can engage in civil but critical dialogue with those who take
opposing positions on various topics (for objective (D)).
Core Course #2: Phil 205 Introduction to Ethics
Objectives: Students will . . .
(A) Achieve a basic understanding of the most important ethical theories.
(B) Deepen their capacity for critical thinking about ethical issues.
(C) Be able to develop a personal ethical framework.
(D) Learn to communicate more clearly in ethical contexts.
(E) Achieve a greater awareness of the nature and importance of moral virtues,
civic responsibilities, and the moral implications of their day-to-day choices.
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Outcomes:
(1) Students are able to explain the ethical theories clearly (Objective (A)).
(2) Students can apply ethical theories to real life situations ((A) and (E)).
(3) Students can explain and evaluate arguments concerning ethical theories (B).
(4) Students can articulate and defend their own ethical views ((C) & (D)).
Assessment of Student Learning Outcomes
Outcome 1:
Assessment Method (s)
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PhD program
learning
outcomes #19
Various
exams, paper
assignments,
observation
of students in
class
discussions,
and
supervision
of
independent
student
research; all
these factors
were
assessed in a
department
meeting (at
the end of
the academic
year)
devoted to
discussion of
graduate
students and
their
progress.
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At the level
of courses,
individual
language
exams, and
supervision
of research,
the relevant
data were
gathered
over the
course of the
academic
year by
various
faculty
members;
almost all the
faculty were
involved in
some way
and
contributed
to the
assessment
discussion;
all students
currently
enrolled in
the PhD
program
were
assessed.
(A) All but
two students
were found
to be making
satisfactory
progress.
Data Source
Assessment Results
(B) Some
questions
were raised
about the
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funding
structure for
our program
in relation to
average time
to degree:
would it be
possible to
increase
funding to six
years?
(A) Chair met
with the two
students who
may be at
risk and
resolved the
issues (too
many
incompletes
over a two
year period)
satisfactorily;
both
students are
on track to
complete the
coursework
soon.
Actions
(B) It was
agreed that
the
department
should keep
an eye on
average time
to degree in
relation to
funding, but
that no
change in
program
structure is
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necessary at
this time.
PhD program
Objective #10
(teaching
skills)
Student
course
evaluation
surveys
Evaluations
were
collected at
the end of
both fall and
spring term;
approximatel
y 663
students (335
in fall and
328 in spring)
in 29 sections
(14 in fall
and 15 in
spring) were
sampled
The chair
found all
graduate
instructors to
be
performing
satisfactorily.
Outcome 2:
Assessment Method (s)
Data Source
Assessment Results
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Actions
None were
necessary for
graduate
student
instructors
(though chair
had to
intervene
with an
adjunct
instructor).
Outcome 3:
PhD Program
#11
(Professionali
sm)
Student
professional
activities and
job search
results
reviewed by
chair.
Students
communicate
relevant data
to chair as
they develop.
4 students
went on the
job market.
2 Went on
the national
market (they
had PhD’s in
hand): Bryan
Cross and
Brian
Cameron.
Bryan Cross
got a tenure
track at
Mount Mercy
Assessment Method (s)
Data Source
Assessment Results
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in Cedar
Rapids; Brian
Cameron did
not get a
position.
Two ABD
students
(Alex Plato
and Nick
Zavediuk)
went on the
local market
and are
currently
finalists in
the interview
process at
Lindenwood
and Jefferson
Community
College.
Actions
No changes
to program
are necessary
at this time.
Outcome 4:
Philosophy
Major
Outcomes
(#12-17)
Exams,
Papers, and
observation
of class
discussion
and
individual
research to
assess
individual
student
learning;
Assessment Methods
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senior project
evaluation
forms for
assessing the
major as a
whole.
Evaluation
forms
collected at
the end of
fall term and
(mostly)
spring term
and reviewed
by
department
OA
coordinator.
Student
learning
appears to be
meeting
expectations
at this time;
however,
participation
by faculty
filling out the
forms was
very low
(only two).
Next year we
need to
develop a
new
assessment
program for
the major
that will
ensure
greater
participation.
I plan to use
electronic
Data Source
Assessment Results
Actions
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surveys of
students as
well as
faculty
surveys for
use at the
senior project
presentations
.
Department Accomplishments
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Awards or Distinctions: (list major awards or distinctive achievements earned by the
department in the past year)
1. John Greco and Eleonore Stump win John Templeton Foundation
Grant for nearly $3 million - one of the largest in University history for
humanities or sciences - that will support the new Philosophy and
Theology of Intellectual Humility project.
2. Eleonore Stump was inducted into the American Academy of Arts
and Sciences on Oct. 6, 2012; she is the first faculty member from
Saint Louis University to be selected to join the Academy.
3. Jason Turner (metaphysics), Senior Lecturer at the University of
Leeds, accepted a tenured position as an Assistant Professor of
Philosophy at Saint Louis University, effective fall 2014.
4. Jonathan Jacobs was named the new editor of the Philosophy
Department's 88 year-old journal Res Philosophica, formerly known
as The Modern Schoolman.
Faculty honors: (list separately distinctive honors or special recognition awarded to
individual faculty)
1. John Greco and Eleonore Stump win John Templeton Foundation
Grant for nearly $3 million - one of the largest in University history for
humanities or sciences - that will support the new Philosophy and
Theology of Intellectual Humility project.
2. Eleonore Stump was inducted into the American Academy of Arts
and Sciences on Oct. 6, 2012; she is the first faculty member from
Saint Louis University to be selected to join the Academy.
3. Jonathan Jacobs was named the new editor of the Philosophy
Department's 88 year-old journal Res Philosophica, formerly known
as The Modern Schoolman.
Student honors: (list separately distinctive honors or special recognition awarded to
students)
1. Nick Setliff (PhD student, ABD) accepted the healthcare ethics
fellowship at Bon Secours Richmond Health System in Richmond,
VA.
2. Bryan Cross, PhD accepted a tenure-track position at Mount Mercy
University in Cedar Rapids, IA
Community engagement: (describe department involvement in the community)
1. The Philosophy Department's graduate student's hosted their annual
conference on March 21-22, 2013. This year's topic was "The
Problem of Evil" with keynote lectures from Alvin Plantinga (Notre
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Dame) and Paul Draper (Purdue).
2. Colloquia presented by Christopher Shields (Oxford), Mark Richard (Harvard),
Stephen Mumford (Nottingham), David Estlund (Brown), Eric Wiland (UMSL), Kit
Wellman (WashU), Gillian Russell (WashU), Charlotte Witt (New Hampshire),
Andrew Chignell (Cornell), Barbara Merker (Frankfurt).
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