Précis
Program Performance Review for the Department of Philosophy
College of Humanities and Social Sciences
“…with more students again expressing an interest in studying philosophy; careerism has
proved insubstantial and students are looking for a more meaningful curriculum that addresses
their real needs.”
-Philosophy Department self-study, Opportunities p.11.
During the 2005-2006 academic year the Philosophy Department conducted a program
performance review, under the leadership of Dr. Shari Starrett, department chair. The process
included an evaluation by a Review Team consisting of Dr. Judy Miles, Professor of Philosophy,
Cal Poly Pomona and Dr. K. Jeanine Congalton, Department of Human Communications
Studies, CSU Fullerton. After reviewing the department’s self-study, meeting with the dean,
department faculty, students and others each submitted a separate report. And Dr. Tom
Klammer, Dean of the College of Humanities and Social Sciences gave his appraisal of the
department in the Dean’s Summary Report and Recommendations.
Currently, the department has twelve tenure or tenured - track faculty and a pool of eighteen part
time faculty. The department has experienced substantial growth during the past ten years: 50%
growth in enrollment, 81% growth in faculty allocation, and 64% increase in the number of
majors. For example, in 1997-98 there were 54.5 majors in 2006-07 89.5 majors and FTES
during that same period increased from 264 to 395. While the university was growing in
enrollment and indeed the College of Humanities and Social Sciences likewise during this
period, the number of Philosophy majors grew at a faster pace than majors in the College and in
the University overall. The growth continues fall 2007 – 439 FTES. If spring 2008 matches fall
2007, the department will have grown another 11%. The department will search (2007-08) for a
tenure-track faculty member.
The Philosophy Department offers a curriculum that serves a number of other departments and
programs. For example, students majoring in business might take Business and Professional
Ethics, or biology majors can take Philosophy of Biology. Also, of the 58 courses in the
department curriculum 28 are offered in the General Education program. Student surveys
indicate a high degree of satisfaction with the quality of teaching in the department. In addition,
students identify strong faculty-student interaction and collaboration. But students also indicate
that there is a need for a common core in all introductory courses. Reviewers also noted high
level of collegiality among the faculty one characterized the department as a “family”. The fact
that the department has implemented 3/3 (three courses per semester) for all full-time faculty will
enhance faculty opportunity for research.
The department has defined several learning goals and outcomes. Not surprisingly, there is a
major emphasis on writing competency and critical thinking. There are social and global
awareness outcomes as well but not as clear. For example, on of the outcomes states “students
will possess a global perspective”, but does not say how this will be achieved.
In the critical area of assessment of student learning the department has put forth a three pronged
approach.
1. Informal methods – Informal methods are described as discussions at monthly
departmental meetings, day long departmental retreats, advising activities and
contacts with students and other interactions with students and contact with alumni
2. Structurally imbedded formal assessment activities- Structurally imbedded include
systematic review of general education courses, review of teaching evaluations of
full-time and part-time faculty and peer observation of teaching
3. Formal assessment- Formal assessment includes review of summaries of student
opinion data, survey of students, a comparative analysis of essays written by entering
students and graduating seniors, a skills analysis of the final essay for all majors in
selected courses and a review of the learning goals included in course syllabi.
The first two approaches - informal methods and structurally imbedded assessment activities
appear to relate more to programmatic effectiveness than assessment of student learning. The
department should make it clear that the assessment of student learning outcomes is primary.
While the department is making an effort in the direct assessment of learning there is a reliance
on indirect measures e.g. surveys of students, student opinion data. The two direct measures cited
entrance and exit essays and graduating senior’s final essay appear to be in the developmental
stage and need refinement linking for example learning goals and objectives to these strategies.
The fundamental question is whether students are achieving the learning goals defined by the
department.
Despite its successes in key areas such as faculty diversity, enrollment growth, expanding
curriculum and student satisfaction, the department identifies several impediments to its
continuing success: inadequate travel budget, heavy reliance on part-time instructors, service
workloads often exceeding faculty resources, imbalance of untenured to tenured faculty, shared
office support staff and limited office space.
Précis
Program Performance Review for the Department of Philosophy
College of Humanities and Social Sciences
Submitted by:
Gerald W. Patton
Director of Assessment and Educational Effectiveness
To:
Ephraim Smith
Vice President of Academic Affairs
October 24, 2007