Oregon University System
Office of Academic Affairs
Proposal Outline: Full Proposals for New Academic Programs
This document outlines the information which is to be submitted in support of requests for approval
of new degree programs, new certificate programs, significant new options within existing programs,
or major changes in existing programs.
PROPOSAL FOR THE INITIATION OF A NEW INSTRUCTIONAL PROGRAM LEADING TO
THE MASTER OF ARTS IN APPLIED ETHICS
OREGON STATE UNIVERSITY
COLLEGE OF LIBERAL ARTS
DEPARTMENT OF PHILOSOPHY
Description of Proposed Program
1.
Program Overview
a. Provide CIP number * (* Note: Contact your Institutional Research Office or Registrars Office for
this number. Final decision of CIP designation will be made by the Chancellors Office.)
380101
b. Provide a brief overview (approximately 1-2 paragraphs) of the proposed program,
including a description of the academic area and a rationale for offering this program
at the present time. Please include a description of any related degrees, certificates,
or subspecialties (concentrations, areas of special emphasis, etc.) that may be offered
now or in the foreseeable future.
The Philosophy Department is committed to creating educational programs that teach students
the skills and knowledge they need to reason cogently and decide wisely about difficult issues they
will confront as citizens and professionals. We live in uncertain times, where changes in what is
technologically possible are challenging notions of what is morally permissible and bringing
important values into conflict with one another. To make wise decisions, today's professionals need
to understand matters beyond the technical and scientific aspects of their work. The M.A. in Applied
Ethics is designed to provide students with skills of moral reasoning and an understanding of ethical
values and dilemmas in today's world. In the near term, the Philosophy Department will be focusing
on its strengths in bioethics, environmental ethics, and art and morality.
Students will take a core of required courses in ethical theory as well as courses in applied
ethics and in an appropriate disciplinary or integrated minor. They will also complete an internship
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and a thesis, which is the program's capstone.
The Philosophy Department expects students to enroll in the program for a variety of purposes.
Many will be students who plan to enter the professionsnatural resource management, health care,
law and government, nonprofit organizations, church-related work, biotechnology-related businesses
or research, to name some examplesand who seek to broaden their education, often in preparation
for positions of leadership. Some will be students returning to school with experience in the
workplace; they will probably be seeking more specialized preparation in ethics and codes of
conduct. Some will use the degree as a foundation for further graduate work that will prepare them to
be consultants or ethics teachers/trainers. Finally we expect the degree to also serve students who
seek the broad understanding of values that will make them more skillful at the workplace arts of
collaboration and consensus-building and better prepared for responsible citizenship.
The Philosophy Department currently offers undergraduate major and minor degrees in
philosophy; each permits a concentration in ethics. In addition, it offers an Applied Ethics Certificate
for students majoring in pre-professional programs, who wish to understand the moral landscape of
their chosen professions. The Department has chosen to propose an advanced degree in applied
ethics at this time for several reasons. First, there is rising interest among employers and professional
organizations in ethics and its contribution to the quality of life, both within the state of Oregon and
nationally. Second, the department has experienced has a significant interest in this field from
prospective students. Third, it represents a strength of the Departments faculty.
c.
When will the program be operational, if approved?
Since the elements of the proposed curriculum already exist, the program can be offered as soon
as the M.A. in Applied Ethics has received final approval.
2.
Purpose and Relationship of Proposed Program to the Institutions Mission and
Strategic Plan
a. What are the objectives of the program?
The objectives are:
To enable students to identify, analyze, and suggest solutions to ethical problems by providing
them with the knowledge base and analytic skills of classical and contemporary ethics.
To enable students to address ethical problems which arise in their professional and civic lives,
by teaching them to examine the connection of ethical theory and practice in a variety of practical
contexts.
To provide students with experience of the real-life constraints and pressures that shape policy
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decisions through internships in the professions.
To provide the opportunity for students to make themselves experts on a particular issue
through their thesis in applied ethics.
b. How does the proposed program support the mission and strategic plan of the
institution(s)? How does the program contribute to attaining long-term goals and
directions of the institution and program?
This M.A. program will contribute to the Oregon State University mission of providing high
quality academic programs and educational experiences. It will enhance fulfillment of the
university's land-grant role by producing graduates who are prepared to enrich the quality of life in
applying the skills and subject matter of philosophy directly to issues of significant public concern,
within Oregon, the nation, and the world. The course of study leading to this degree will offer
students a compelling learning experience that celebrates knowledge and intellectual curiosity, and
which provides sound disciplinary knowledge that engenders important personal and societal values.
In these ways, the M.A. will contribute to the university's striving to excel by the standards of top-tier
universities.
c. How does the proposed program meet the needs of Oregon and enhance the
states capacity to respond effectively to social, economic, and environmental
challenges and opportunities?
The State of Oregon will benefit from added expertise in applied ethics, which is of value in
adapting to social change. The courses in this program offer students the opportunity to study the
ethical issues underlying a wide range of social and environmental issues. Economic values will be
engaged. The degree program will address environmental challenges and opportunities in practical
contexts where economic and non-economic value may come into conflict, for instance, in natural
resource ethics and in distributive justice issues in health care.
3.
Course of Study
a. Describe the proposed curriculum (this may take the form of a list of course
numbers, titles, and credit hours). In addition to providing a list of current courses,
indicate those courses which will be added to present institutional offerings-emphasizing them with bold-face type.
Candidates for the M.A. in Applied Ethics must complete a minimum of 30 credits in
Philosophy and a minimum of 15 credits in a disciplinary or integrated minor, for a minimum total of
45 credits. Three of the Philosophy credits are a required Internship and six of the credits are a
required Thesis.
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A. Philosophy core (9 credits): The courses in this category are required and provide the base in
general ethical theory.
PHL 525 Philosophical Methodology
PHL 541 Classical Moral Theories
PHL 542 Contemporary Moral Theories
3 credits
3 credits
3 credits
B. Applied Ethics (minimum of 12 credits)
PHL 501 Research
1-16 cr
PHL 502 Independent Study
1-16 cr
PHL 505 Reading and Conference
1-16 cr
(A maximum of 3 credits from PHL 501, 502, and 505)
PHL 517 Feminist Philosophies
3 credits
PHL 540 Environmental Ethics
3 credits
PHL 543 World Views and
Environmental Values
3 credits
PHL 544 Biomedical Ethics
4 credits
PHL 547 Research Ethics
3 credits
PHL 555 Death and Dying
3 credits
PHL 561 Art and Morality
3 credits
PHL 570 Philosophy of Science
3 credits
PHL 591 Sustainable Forestry: Multiple
Perspectives
3 credits
C. PHL 503 Thesis (6 credits) and PHL 510 Internship (3 credits)
D. Disciplinary or integrated minor (minimum of 15 credits)
Minimum credits for degree: 45
b. Provide a discussion of any nontraditional learning modes to be utilized in the new
courses, including, but not limited to: (1) the role of technology, and (2) the use of
career development activities as practica or internships.
(1) Most courses in the program will be delivered in classroom formats: in the Department of
Philosophy, these are typically mixes of lecture, discussion and exercise, with a high level of
interactivity. The Department is known for the quality of its teaching and its commitment to
compelling learning experiences. Philosophy faculty draw upon a variety of educational strategies,
such as writing-to-learn, and the use of electronic technology, e.g., web pages for courses, and email
chat rooms for enrolled students.
(2) Three credits of Internship (PHL 510) will be required for completion of the M.A. in
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Applied Ethics. This is envisioned as a working or observer's relationship (as appropriate) with a
public agency, non-profit organization, or private business working in an area relating to the student's
area of research interest. Internships are relatively new to the Philosophy Departments curriculum,
and it is expected that there will be experiments with a variety of arrangements in the initial period of
the program. At present and based on the Departments experience to date, it is expected that most
internships will be completed during one academic term, and in residence, concurrent with other
course work. Additional credit, as appropriate, will be assigned for more extensive internships;
however, these additional credits will supplement, not replace, credits shown in the course of study.
c. What specific learning outcomes will be achieved by students who complete this
course of study?
The course of study is designed to impart to students an advanced understanding of ethical
theory, and to develop the ability to connect this philosophical background to contemporary society
by identifying and analyzing relevant ethical issues, and proposing appropriate solutions. These
outcomes are in keeping with the stated program objectives.
4.
Recruitment and Admission Requirements
a. Is the proposed program intended primarily to provide another program option to
students who are already being attracted to the institution, or is it anticipated that
the proposed program will draw students who would not otherwise come to the
institution?
In the absence of an M.A. degree in the Philosophy Department, some students with interests in
applied ethics have been enrolled in the M.A.I.S. program with the Philosophy Department providing
one or two of the three required fields. In addition, we anticipate that students who would not
otherwise have enrolled at OSU would be attracted to the University if the M.A. in Applied Ethics
was available. Overall, we view the M.A. in Applied Ethics as better serving all students interested
in this subject and this is an important rationale for proposing this degree program.
b. Are any requirements for admission to the program being proposed that are in
addition to admission to the institution? If so, what are they?
Some students wishing to enroll in the M.A. in Applied Ethics degree program will have an
undergraduate degree with either a major or minor in philosophy, or a related certificate, e.g., OSU's
Applied Ethics Certificate. However, applicants with little or no background in philosophy will also
be admitted if they have suitable interests or career goals, e.g., a professional in natural resources
management who wishes to complete a thesis with applications in that particular area. Such
candidates may be required to take undergraduate courses in philosophy as prerequisites.
Applicants will be asked to submit a sample of their work which demonstrates their skills in
exposition, analysis and argument. For those with previous philosophy course work, the work sample
is likely to be a major term paper or other substantial assignment written for one of those courses.
Those with degrees in areas other than philosophy may submit papers, reports or studies which
demonstrate similar skills.
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c. Will any enrollment limitation be imposed? If so, please indicate the specific
limitation and its rationale. How will students be selected if there are enrollment
limitations?
No enrollment limitations are anticipated at this time. Should growing enrollment threaten
program quality, limits may be imposed. In these circumstances, applicants will be selected on prior
academic record, letters of recommendation, and the match of their career goals and intellectual
interests to our program.
5.
Accreditation of the Program
a. If applicable, identify any accrediting body or professional society which has
established standards in the area in which the proposed program lies.
Not applicable.
b. If applicable, does the proposed program meet professional accreditation
standards? If it does not, in what particular area(s) does it appear to be deficient?
What steps would be required to qualify the program for accreditation? By what
date is it anticipated that the program will be fully accredited?
Not applicable.
c.
If the proposed program is a graduate program in which the institution offers an
undergraduate program, is the undergraduate program accredited? If not, what would
be required to qualify it for accreditation? If accreditation is a goal, what steps are
being taken to achieve accreditation?
Not applicable.
Need
6.
Evidence of Need
a. What evidence does the institution have of need for the program? Please be
explicit. (Needs assessment information may be presented in the form of survey
data; summaries of focus groups or interviews; documented requests for the
program from students, faculty, external constituents, etc.)
Evidence of need for the program comes from (1) evidence of demand for ethics education on
the Oregon State University campus, (2) strong student interest in analogous programs in other
states, (3) statements of support from business and industry, and (4) national trends in ethics
education.
(1)
The demand for ethics education at OSU has been steadily increasing. For two recent and
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representative years (1997-98 and 1998-99), twelve percent of OSU undergraduate students
enrolled in at least one ethics course. This demand extends to upper-division courses in ethics,
where classes consistently enroll to capacity. Especially significant is the interest in the
Applied Ethics Certificate, which is the undergraduate analog of the proposed MA. In 1999-20
twenty-eight students were enrolled in this program, and the Certificate has been awarded to 47
students over the past four years. About 25 students a year contact us about the possibility of
graduate work in the Department. The pattern of requests in this area shows special interest in
environmental ethics, bioethics, and professional ethics in general.
A number of faculty on the OSU campus have pointed out the need for graduate work in
Applied Ethics. For example, Dr. Pat Muir, Professor and Director of the Environmental Sciences
undergraduate program, wrote,
It is clear... that students who are working toward the Certificate in Applied
Ethics are light years ahead of other students in their appreciation of the ethical
implications of environmental issues and decisions. We need such training at the
graduate level as well.
Dr. Art McKee, Director of the H.J Andrews Experimental Forest in Blue River, Oregon, writes,
I work in the realm of natural resource management, and over the past decade I've
encountered an increasing number of people who are genuinely seeking ways to
sort through difficult issues in an ethical and moral manner... looking for ways to
make decisions in a morally defensible way. In my position as Director of the
Andrews Forest, I meet students at many stages of their careers. I would expect
that the majority of your early cohorts would be made up of people who have
spent time in professions and have become aware of the value of such a program
of study.
Dr. Peter Bloome, Associate Director of the OSU Extension Service, agrees:
These experiences have convinced me that to serve the common good in the midst
of rapid technical change, professionals and especially leaders of professionals
must possess skills of moral reasoning and an understanding of social and ethics
values in their professions. . .
The need for the Master of Arts in Applied Ethics, its coursework and practicum
is great.
The strong demand for Philosophy Department faculty as guest lecturers testifies also to the
need for ethics education at the graduate level. We are called upon to lecture on ethics in graduate
courses and/or team-teach graduate-level ethics courses in many departments -- Molecular and
Cellular Biology, Veterinary Medicine, Fisheries and Wildlife, Toxicology, Exercise and Sports
Science, Agriculture and Resource Economics, Forestry, Environmental Science and Geography, to
name a few.
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(2) In recent years, several institutions in other states have instituted ethics masters degree programs
similar to the one proposed here. There has been strong demand for these degrees, for example, at the
University of Montana, at Colorado State University, and at Purdue University. We have suggested
outside reviewers (see Question 13) who come from among these successful programs.
(3) Leaders in a variety of Northwest businesses and industries have endorsed the need for
graduate-level training in applied ethics. Recognizing how complex moral decision-making
has become and how critical it is to make good decisions, they agree that educating students to
think clearly and make sound judgments about complex moral issues is an important job for
higher education.
Nancy Buck, Vice President of Tree Top, Inc, writes,
Your new master's program sounds like a terrific addition to the curriculum for
the College of Liberal Arts. In the food processing industry, we are constantly
faced with issues that affect the environment and the use of natural resources, and
we have a great need for employees who are able to reason through many
decision-making processes.
Stephen A. Enna, Managing Director of John Parry and Alexander, a human resource and
administrative services firm, writes,
I am a supporter of a new Master's Degree program in Applied Ethics. I feel that a
program of this nature is important now and will only increase in importance as
we move into the future. As Head of Human Resources for the 30,000 employees
of Wells Fargo Bank, the subject of ethics came up constantly and required
objective decision-making and clear thinking.
Keith McKennon, the Chairman of PacifiCorp, is strongly supportive of ethics education (although
he is more supportive of undergraduate education in ethics than of the advanced program, about
which he is less certain). Nonetheless, he points out that,
. . .most business people are driven by ethical standards, and care very much
about the integrity and behavior of their enterprise. But they receive little training
in this area, and can be faced with making moral judgments early in their career,
before "hands-on" experience has fully prepared them.
(4) Applied ethics issues are front and center in public life today, at the start of the new century.
The proper use of biotechnologies, the best use of natural resources, the definition and preservation
of quality of life, the beneficial use of information technologies, new medical technologies that
prolong life -- all these issues and more have forced themselves into family conversations and
political debates at the national level. The issues are complex and often intransigent. Universities -and other institutions -- are moving quickly to put in place programs that will educate students in
moral reasoning and make them effective actors in the moral landscape of their professions. An
example of this trend is the establishment of the Association for Practical and Professional Ethics, of
which the Program for Ethics, Science and the Environment in the Philosophy Department is a
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member. Another example of this interest and urgency is the 1995 Presidential executive order that
established the National Bioethics Advisory Commission, an expression of the national commitment
to expanding outreach programs to deal with complex ethical issues posed by advances in
biotechnology.
OSU, a leader in research and instruction in the professions and in the areas of innovation that raise
such pressing issues, should also become a leader in research and instruction in the resolution of the
moral dilemmas they create.
The letters quoted in this section are included in Attachment 3 (Letters of Endorsement).
b. Identify statewide and institutional-service-area employment needs the proposed
program would assist in filling. Is there evidence of regional or national need for
additional qualified individuals such as the proposed program would produce? If
yes, please specify.
The growing interest in applied ethics in American society and in the Pacific Northwest is a
direct consequence of the expansion of public dialogue about a wide range of political and scientific
issues, and of concerns raised by the behavior of public figures and public and private organizations.
Ethics education and ethical analysis is now increasingly stressed as an important operational
component of organizations in the public and private sectors of society, and accordingly there is a
growing interest in advanced ethics education in universities and colleges. This trend has long been
noticed in such professions as medicine, business, and law, all areas where advanced ethics
education is now common in universities, and it is increasingly obvious in other areas of public
concern, such as the arts and sciences.
Organizations in private industry are increasingly hiring ethics officers to help them improve
their internal operations and external relations. The same is true of some public scientific
organizations, such as the U.S. Forest Service, where internal conflicts over resource management
issues have led to a desire to build internal mechanisms to resolve scientific and ethical controversy.
For similar reasons, universities are beginning to hire scientists with ethics training to help them
cope with social and ethical issues related to research and to the social assessment of science and
technology. Finally, some federal research organizations, such as the National Institute of Health,
require ethics training of science graduate students as a necessary element for funding grants in the
life sciences, and the National Science Foundation has for several years funded workshop education
in bioethics led by philosophers and scientists. All of these changes create opportunities for
consulting and training services in applied ethics.
In recent years, a number of students have come to the Philosophy Department with
backgrounds in ethics consultation and training, or with an interest in upgrading their qualifications
to work in applied ethics in areas this program would support, such as environmental and natural
resource ethics and bioethics. As the trend continues toward more public consideration of ethical
issues in our region, the demand for qualified individuals in applied ethics and for a masters
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program providing them with advanced ethics education, is expected to grow.
c. What are the numbers and characteristics of students to be served? What is the
estimated number of graduates of the proposed program over the next five years?
On what information are these projections based?
Students attracted to this program will be individuals who are interested in advanced work in
ethics and its application to contemporary issues. Some will be philosophy majors or minors from
Oregon State University and other institutions who wish to continue studies in applied philosophy;
some will hope to teach ethics, others will seek a broad understanding of value questions from a
desire for personal growth or a commitment to lifelong learning. Some will be students and
practitioners in the environmental and biological sciences, and in other disciplines and professions,
including the arts, who seek a graduate degree program that can give them advanced education in the
analysis of ethical issues in their fields. Among the many relevant science backgrounds for students
entering this program would be programs in Environmental Sciences, Bio-engineering, Fisheries and
Wildlife Science, Forestry, Public and Environmental Health, Animal Sciences, Biology, PreMedicine, and Zoology.
The goal of the Philosophy Department is to reach a student population of 12 enrolled in the
Applied Ethics major within the first five years, and to have a minimum of 4 students complete their
degrees each year by the end of this period. This number supports the regular offering of the required
graduate-only courses in the Applied Ethics core, and is consistent with an appropriate quantity and
quality of attention to each student by faculty qualified for thesis supervision in Applied Ethics.
d. Are there any other compelling reasons for offering the program?
It is important to point out that OSU is already the home of a nationally-recognized program in
ethics education. The Program for Ethics, Science and the Environment in the Philosophy
Department was selected by the Templeton Foundation as a model for ethics education. This
program is a special supporting resource for the M.A. in Applied Ethics. It sponsors research and
research conferences, organizes a regular series of interdisciplinary presentations and seminars on the
OSU campus, publishes the newsletter Reflections, which contains issues, analysis, and other
intellectual resources, sponsors student-faculty research collaborations, organizes student bioethics
conferences, and in many other ways enriches the education of students who are studying applied
ethics.
e. Identify any special interest in the program on the part of local or state groups
(e.g., business, industry, agriculture, professional groups).
The institutional use of applied ethics in corporate settings, medical centers, and government
agencies is an emerging idea. Our preliminary contacts with individuals in those organizations
indicate strong interest in applied ethics (see 6a). Involvement of local and state organizations will
develop as our degree program develops. The proposed degree includes an internship requirement, so
the M.A. in Applied Ethics and its students will develop partnerships with public and private
stakeholders in Oregon. Some identifiable stakeholders in the region include federal and state
agencies charged with natural resource issues, professional and lay organizations dealing with
biomedical technology, and arts organizations.
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f.
Discuss considerations given to making the complete program available for parttime, evening, weekend, and/or placebound students.
This program is envisioned for students who are resident full-time at OSU. However, some
courses may be scheduled for evenings or weekends, or may be deliverable via OSU Distance and
Continuing Education. Generally, it will be possible for students attending school part-time to
complete the degree, but the degree is not designed for part-time students.
Outcomes
7.
Program Evaluation
a. How will the institution determine the extent to which the academic program meets
the objectives (section 2a) previously outlined? (Identify specific post-approval
monitoring procedures and outcome indicators to be used.)
Our ability to attract high-quality students and to achieve our enrollment and graduation targets
will be important indicators of the program's success. Additionally, the Department of Philosophy
will conduct exit interviews, as it does now for undergraduate majors and M.A.I.S. candidates, to
determine their satisfaction with the program and their perceptions of its strengths and weaknesses.
We also plan to contact program alumni on a periodic basis (period to be determined), in order to
learn their degree of success in realizing the professional and other goals that led them to seek the
M.A. in Applied Ethics.
Indicators of success in attaining our stated instructional goals (question 2a) include the quality
of student course work, internship reports, and theses. The Department will examine the extent to
which they reflect appropriate and current methodologies of ethics analysis and address topics
appropriate to the program. We expect to solicit input on student performance from internship
sponsors as well. It is also our understanding that, as for all new graduate programs, an external
panel of applied ethics experts will review the program before implementation and that the Graduate
Council will conduct a review of this program after five years.
b.
How will the collected information be used to improve teaching and programs to
enhance student learning?
The Department will use this information in planning our normal year-to-year adaptations in the
curriculum (e.g., the organization, emphasis and assignments in courses, the choice of seminar
topics), and in admission policies and added internship opportunities. This input will also be used
when considering longer-term program development, such as the addition of new courses and new
faculty. Curriculum and other program needs will be assessed by the faculty each year at the
September departmental retreat. The Philosophy Department Graduate Director and the departmental
Curriculum Committee will then recommend specific adjustments following this faculty input.
The internship requirement is a new feature, and the experiences of students, faculty, and
internship providers will be followed and evaluated on a regular basis.
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8.
Assessment of Student Learning
a. What methods will be used to assess student learning? How will student learning
assessment be embedded in the curriculum?
Learning assessment will be consistent with the normal practices in the Philosophy Department.
Each course in the curriculum will require mastery both of subject matter and of forms of analysis
characteristic of philosophy in general and ethics in particular. Accordingly, our graduate courses are
writing- intensive, and students will be graded primarily on their written assignments, including
position papers, research papers, and other documents appropriate to the analysis of issues in applied
ethics.
The expected learning outcomes will also be assessed through the internship report and through
the thesis -- the students capstone experience.
b. What specific methods or approaches will be used to assess graduate (completer)
outcomes?
This is a thesis M.A. degree, and we will follow normal Graduate School procedures for
guidance and evaluation of degree candidates.
c. Is a licensure examination associated with this field of study?
No.
Integration of Efforts
9.
Similar Programs in the State
a. List all other closely related OUS programs.
The University of Oregon is authorized to confer M.A. degrees in Philosophy, and its M.A. is a
component of their Ph.D. program. In contrast, the M.A. in Applied Ethics at OSU is being designed
specifically as a masters program. In addition, the emphasis on applied ethics and the required
internship are features that distinguishes the M.A. in Applied Ethics from the graduate program at
the University of Oregon.
An M.A. and M.S. in Conflict Resolution is sponsored by the Portland State University
Department of Philosophy, with courses taught by faculty from Philosophy and Speech
Communication. The PSU program has a different focus from the one proposed here.
b. In what way, if any, will resources of other institutions (another OUS institution or
institutions, community college, and/or private college/university) be shared in the
proposed programs? How will the program be complementary to, or cooperate
with, an existing program or programs?
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No such relationship is contemplated.
c. Is there any projected impact on other institutions in terms of student enrollment
and/or faculty workload?
There is no foreseeable impact on student enrollment or faculty workload for other institutions.
Resources
10. Faculty
a. List faculty members who would be involved in offering the proposed program,
with pertinent information concerning their special qualifications for service in this
area. Attach an up-to-date resume for each individual.
The background and research interests of the following faculty members in the Department of
Philosophy makes each suitable as a major professor for students in this program.
Courtney S. Campbell, Professor, PhD, University of Virginia, Director of Program for Ethics,
Science, and the Environment.
Dr. Campbell is a specialist in biomedical ethics, ethics and biomedical technology, and
professional ethics. He teaches courses in biomedical ethics, research ethics, and team-teaches
courses in professional ethics with faculty from molecular and cellular biology, veterinary
medicine, bioengineering, and gerontology.
Flora L. Leibowitz, Professor, PhD, The Johns Hopkins University, Director of Graduate Studies.
Dr. Leibowitz is a specialist in the philosophy of art and in aesthetic theory, and has done
research on social issues related to the arts and media. She teaches PHL 561 (Art and Morality).
Peter C. List, Professor and Chair, PhD, Michigan State University.
Dr. List specializes in environmental ethics and in the application of environmental ethics to
issues in the natural resource sciences, such as forestry, fisheries, and wildlife biology. He
conducts funded, interdisciplinary research on public attitudes about forestry and human
relationships with forests, in cooperation with several colleagues in the social sciences and in
forestry. He teaches courses in environmental ethics, and team-teaches courses with faculty
from sociology and forestry.
Kathleen Dean Moore, Professor, PhD, University of Colorado.
Dr. Moore specializes in philosophy of law and critical thinking. She writes creative nonfiction
on environmental ethics, rivers, and nature.
Jose-Antonio Orosco, Assistant Professor, PhD, University of California, Riverside.
Dr. Orosco specializes in social and political philosophy, Latin American philosophy, and
philosophies of race.
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Leilani A. Roberts, Assistant Professor, PhD, University of Oregon, Coordinator of Applied Ethics
Certificate.
Dr. Roberts specializes in ethical theory and ethical practice, including feminist philosophy and
the ethics of diversity. She teaches ethics courses at the undergraduate and graduate level.
Additional Faculty:
The following Department of Philosophy faculty members are qualified to serve on graduate
program committees in applied ethics.
James Blumenthal, Assistant Professor, PhD, University of Wisconsin.
Dr. Blumenthal specializes in Indo-Tibetan Buddhism, South Asian Religion, and Comparative
Asian Philosophy. He also teaches PHL 543 (World Views and the Environment), and may
introduce a second course in this area. He has been nominated to the graduate faculty.
Marcus J. Borg, Distinguished Professor, PhD, Oxford.
Dr. Borg specializes in biblical studies, religion and culture, and world views and values.
Steven Radosevich, Professor of Forest Science, Adjunct Professor of Philosophy, PhD, Oregon
State University.
Dr. Radosevich is the Program Leader of the OSU Sustainable Forestry program and co-teaches
Sustainable Forestry with Dr. List. His research and teaching interests include the ecology of
invasive plant species and the ethics of natural resource development.
Michael J. Scanlan, Associate Professor, PhD, State University of New York at Buffalo.
Dr. Scanlan specializes in logic, the philosophy of mathematics, and philosophy of science. He
teaches PHL 525 (Philosophical Methodology) in the graduate core.
William L. Uzgalis, Associate Professor, PhD, Stanford University.
Dr. Uzgalis specializes in history of philosophy, epistemology, and metaphysics.
Curriculum vitae are included in Attachment 5.
b.
Estimate the number, rank, and background of new faculty members that would need
to be added to initiate the proposed program in each of the first four years of the
proposed program's operation (assuming the program develops as anticipated). What
commitment does the institution make to meeting these needs?
In the 2001-2002 academic year, the Philosophy Department is conducting a search for an
assistant professor specializing in philosophy of science. The job description includes the ability to
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participate in interdisciplinary programs linking philosophy with the sciences. It is anticipated that
this new faculty member will offer graduate courses in science and society that will complement the
applied ethics courses, and that this new faculty member will be available as a committee member
for students in the program.
c.
Estimate the number and type of support staff needed in each of the first four years of
the program.
No ongoing additional staff positions are proposed at this time. Student workers (hourly wage)
will be hired for clerical assistance on occasional projects, such as mailing associated with the
new program. Should enrollment exceed our targets, we will review the need for additional
regular staff.
11. Reference Sources
a. Describe the adequacy of student and faculty access to library and department
resources (including, but not limited to: printed media, electronically-published
materials, videotapes, motion pictures, CD-ROM and online databases, and sound
files) that are relevant to the proposed program (e.g., if there is a recommended
list of materials issued by the American Library Association or some other
responsible group, indicate to what extent access to such holdings meets the
requirements of the recommended list).
The Valley Library has assessed the suitability of its current collections for the needs of
students in the M.A. in Applied Ethics and has stated that it can adequately support the proposed
masters degree by adjusting the approval profile, purchasing frequently-cited journal titles, and
subscribing to an on-line version of The Philosophers Index. Additionally, it recommends purchase
of selected additional monographs in ethics.
See Attachment 4 for Library documents.
b. How much, if any, additional financial support will be required to bring access to
such reference materials to an appropriate level? How does the institution plan to
acquire these needed resources?
Valley Library has estimated first-year funding at $2,500, and ongoing funding at $4,700
annually. These ongoing costs include subscribing to The Philosophers Index on-line, journal
subscriptions, and adjustments to the approval profile. The Philosophy Department will provide
$2,500 in first year funds and $800 for the succeeding three years in order to upgrade the collection.
The College of Liberal Arts will fund the balance of the Library costs or $4,700 for years two
through four following program approval. Beginning with year five of the new program, the
University will support and sustain the Valley Librarys resource requirements to maintain and
enhance the Applied Ethics program.
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See Attachment 4 for Philosophy Chairs Letter
12. Facilities, Equipment, and Technology
a. What unique resources (in terms of buildings, laboratories, computer
hardware/software, Internet or other on-line access, distributed-education
capability, special equipment, and/or other materials) are necessary to the offering
of a quality program in the field?
No unique resources are required.
b. What resources, for facilities, equipment, and technology, beyond those now on
hand, are necessary to offer this program? Be specific. How does the institution
propose that these additional resources will be provided?
The Philosophy Department will provide office and desk space required for graduate student
use. Access to shared computers will be provided. The Department will fund the costs
associated with the degree programs facility, equipment, and technology requirements through
the internal reallocation of resources.
13. If this is a graduate program, please suggest three to six potential external reviewers.
Brian Schrag, Director of Association for Applied and Practical Ethics, Indiana University,
Bloomington, Indiana
Deni Elliott, Practical Ethics Program, University of Montana
Michael McDonald, Professor of Philosophy and Director, Centre for Ethics, University of British
Columbia
Holmes Rolston, Distinguished University Professor of Philosophy, Colorado State University
Lilly-Marlene Russow, Department of Philosophy, Purdue University
Paul Thompson, Department of Philosophy, Purdue University
14. Budgetary Impact
a. On the attached Budget Outline sheet, please indicate the estimated cost of the
program for the first four years of its operation (one page for each year).
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Instructions for filling out the Budget Outline are found on page 6.
See Attachment 1 for Budget forms.
b. If federal or other grant funds are required to launch the program, describe the
status of the grant application process and the likelihood of receiving such funding.
What does the institution propose to do with the program upon termination of the
grant(s)?
No grants are required to launch the program.
c. If the program will be implemented in such a way as to have little or minimal
budgetary impact, please provide a narrative which outlines how resources are
being allocated/reallocated in order that the resource demands of the new
program are being met. For example, describe what new activities will cost and
whether they will be financed or staffed by shifting of assignments within the
budgetary unit or reallocation of resources within the institution. Specifically state
which resources will be moved and how this will affect those programs losing
resources. Will the allocation of going-level budget funds in support of the program
have an adverse impact on any other institutional programs? If so, which
program(s) and in what ways?
The M.A. in Applied Ethics will be largely funded by the internal reallocation of resources.
The anticipated expenses are already being incurred by the Philosophy Departments existing
participation in the M.A.I.S. program. Students who presently enroll in the M.A.I.S. program in
order to study ethics as a primary field will be encouraged to enroll in the M.A. in Applied Ethics
instead. The GTA position for which M.A.I.S. students in Philosophy are presently eligible to
compete will be open to M.A. students as well, and an additional GTA position is envisioned at
program start-up.
For launching, the degree program relies on courses which are already being offered by the
Philosophy Department and requires only our present faculty. The graduate director for Philosophy is
presently supported with one course of release time, and no additional release time is anticipated for
launching the M.A. in Applied Ethics. Should the Department need to enlarge the graduate
directors duties to include internship development and coordination or (non-clerical) recruitment
outreach, this may change. Temporary clerical assistance will probably be required for special
projects (e.g., for information mailings to Philosophy Departments around the nation), but we do not
anticipate a need for additional regular support staff at this time. The Department plans to review the
programs resource demands as we reach our enrollment target.
The Department expects to make outlays for informational materials in connection with the new
program and for mailing them. A portion of this amount reallocates present expenses of promoting
the study of ethics within the M.A.I.S. We anticipate furnishing a common graduate student office
with desk space, and computer(s) for shared use. This is a highly desirable addition that is in the
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interest of students. This expense is shown in the first year of the proposal budget.
Instructions for Filling Out Budget Outline
The Budget Outline is intended to show the budgetary impact resulting from offering the
new program. This table should be completed from the viewpoint of the budgetary unit
which will be responsible for the program. Determine what the budgetary unit will be doing
(in terms of new of additional activities) that it is not now doing and show what these
activities will cost -- whether financed and staffed by shifting of assignments within the
budgetary unit; reallocation of resources within the institution; special appropriation of the
legislature; or gift, grant, or other funds.
If the program is simply a rearrangement of courses already being offered, relying on
access to library resources available for other programs, with no requirements for new or
additional specialized facilities, equipment, or technology, and with no increase or
decrease in students served by the budgetary unit responsible for the program, the
budgetary impact would be near zero and should be so reported in the table.
If FTE faculty or support staff assignment to the budgetary unit must be increased to
handle an increased workload as a result of the new program (or to provide added
competencies), indicate the total resources required to handle the new activities and
workload (e.g., additional sections of existing courses) by specifying: (1) how much of this
total figure is from reassignment within the budgetary unit (Column A), and (2) how much is
from resources new to the budgetary unit (Columns B-E). Please provide line item totals in
Column F.
OUS Office of Academic Affairs
December 1999
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