Productivity.
Department of Philosophy
SCH by FTE: In 2008-2009, the department hosted the Whichard Chair in Religious Studies, (teaching one
upper-level seminar per term). The presence of this high-profile professor enhanced the quality of the
religious studies program but reduced the mean SCH’s generated below that normally achieved by the
department. If this “low productivity” but high-quality FTE is subtracted, the department mean SCHs for
2008-2009 through 2010-2011 is 712.37. The UNC-CA category I discipline requirement for philosophy
and for religious studies is 708.64 SCH’s per 1 FTE per academic year. The department could produce
well over the UNC-GA requirement by increasing the number of classes offered. This would negatively
impact research and service productivity. The department aims to come in just over the formula
requirement. From 1992-1993 to the present (19 academic years), the department has averaged at least
1 FTE per academic year above the UNC-GA requirement.
Support for other degree programs: 19 BA, BS and other undergraduate majors (BFA, for example)
mandate one of eight of the department’s courses as a graduation requirement (in one case two courses
are required). The faculty teaching these courses ensure that they meet the needs of the degree
programs that require. Faculty in the programs requiring the courses also review these course to ensure
the courses meet the needs of their majors. What is not shown on the spreadsheet is that there are 30
plus programs that list the department’s courses as cognate options for majors, minors and
concentrations.
Majors: The IPAR fall majors snapshots is incorrect. Further, not using the full academic year numbers
significantly misrepresents the actual number of majors served by the department, both combined (PHIL
and RELI) and separately. The AY 08-09 majors total for both philosophy and religious studies is 74 (PHIL
50 RELI 24). For AY 09-10 the total is 85 (PHIL 59, RELI 27). For AY 10-11 the total = 90 (PHIL 57, RELI 33).
Graduates: IPAR data also misrepresents graduates. Philosophy graduates for 08-09, 09-10 and 10-11,
respectively are 16, 18 and 15. Religious studies graduates are 6, 6 and 9. This gives a department total
of 22, 24 and 24 graduates for the years 08-09, 09-10 and 10-11.
Research: 12 faculty are research active by the standards of the department’s two disciplines (75% of
the tenured and tenure track faculty). The faculty who are not active enough to qualify teach three or
four courses per semester. The criteria used in the spreadsheet are incorrect for the disciplines of
philosophy and religious studies. The chair’s annual evaluation of research examines works published,
accepted, submitted, and in progress. Two of the 12 are senior faculty making substantial progress on
high-quality books. They are “relived” by the chair of the need to publish journal articles while finishing
their books (and so they do not show up as research active by the PPC criteria). Of the remaining 10
research active faculty, one who is not meeting with the success expected had his teaching load
increased to three courses. The remainder publish at least two articles in three years along with boo
chapters (not included in the spreadsheet calculation). The book chapters given weight are refereed.
Grants: Most grants in the Humanities are small without overhead. Examples of grants obtained are:
Undergraduate International Studies and Foreign Language Program, United States Department of
Education, “Asian Studies Curriculum Development Grant,” $4,000, summer 2009. “Jarvis Lecture on
Christianity and Culture;” Jarvis Memorial United Methodist Church; $1,4 00, fall 2009; $2500.
“Integrating Religion in Female Genital Cutting intervention programs in the United States,” American
Academy of Religion, $2500, spring 2011.
Centrality. .
Department of Philosophy
Society badly needs citizens who really can think critically. The essence of undergraduate instruction in
philosophy and religious studies consist in enabling students to discover what “thinking critically” means
and how it is done in the context of searching for knowledge and making value-judgments that address
social, political, professional, personal, religious and other fundamental dimensions of each student’s
life. Philosophy and religious studies are, by nature, “interdisciplinary,” in that their subject matter
ranges over and addresses the assumptions about reality, knowledge and value that are definitive of
other disciplines. This is especially true regarding the critique of value judgments and of philosophical
and religious assumptions (cultural, societal, political, disciplinary and other) about value generally,
subjects directly or indirectly constitutive of a significant part of the department’s teaching and
scholarship. In part because of a disciplinary focus on thinking critically, defining problems and
producing solutions, undergraduates who take the department’s courses and especially its majors are
better able to take advanced training in any field. (According the New York Times and other sources, you
find the department’s majors meeting with success in medicine, law, business and a wide variety of
other professions, even the military). More importantly, given their preparation in problem solving and
for continued learning, and given the present economic indicators for future jobs, the department’s
majors are able to respond positively as professional opportunities arises that did not exist when they
graduated. Further, the department’s majors will make their choices informed by a critical
understanding of things that matter to the quality of a life worth living, in this case, their life.
19 BA, BS and other undergraduate majors (BFA in art, for example) mandate one of eight of the
department’s courses as a graduation requirement (in one case two courses are required). The majority
of students served are in the Colleges of Business, Nursing and Fine Art and Communications. However,
a significant number also is in Health and Human Performance. 30 plus degree programs list the
department’s courses as options under cognate requirements for majors, minors and concentrations.
The department’s strategic plan states 12 objectives addressing the ECU strategic plan. 30 objectives in
the ECU Strategic Action Plan are impacted by the department’s educational, research and service
activities. The more significant of these (edited for length) are: Advance global awareness; Empower
future leaders; advance the cultural competence; Incorporate global awareness into Foundations;
Prepare students with an understanding of disciplinary perspectives; Equip students with a strong
foundation in the liberal arts; Develop each student’s ability to locate, evaluate and communicate
knowledge; to make informed decisions; and to recognize the ethical dimensions of decisions; Define
and develop opportunities to enhance leadership; Develop programs to promote the well-being of self
and others; Enhance recognition of those who excel in leadership within their respective area of study;
Continue to strengthen the foundations curriculum to provide the knowledge and skills needed in the
global workplace; Strengthen research and creative productivity; Facilitate and inform productive public
discussion; Present opportunities for students to experience renowned humanities programs; Cultivate
opportunities for student participation in curricular and extracurricular activities that foster an
appreciation for the humanities; Enhance faculty and student creative activity and research. Philosophy
and religious studies fit well the current ECU Strategic Plan. They focus on the world’s major and minor
cultures. They introduce students to global issues and perspectives. They address leadership by
preparing students to be critical thinkers who can define and solve problems. Diversity, a major ECU
concern, is at the very core of a solid program in philosophy or religious studies.
Quality: .
Department of Philosophy
Program: the quality of our programs is evidenced by our ability to attract nationally and internationally
esteemed professors in philosophy and religious studies for one-year professorships funded by the
Whichard Endowed professorship and the Rivers Chair. Visiting professors include such notables as
David Armstrong, Issac Kalimi, William Lycan, David Cooper and John Pope. Public symposia were held
when these faculty were in residence, with numerous other nationally known faculty coming to ECU as
participants. The Religious Studies program obtained the Peel Endowed Professorship in 2007.
The core courses in both the philosophy and the religious studies program do not differ from those
found in programs at major universities around the country. Course offerings regularly are reviewed by
the department’s curriculum committee to ensure that the department offers the same core
educational opportunities to its majors as do universities such Chapel Hill, the University of Florida,
Berkeley, and other major universities. With our smaller faculty, we do not offer the diversity of
specialized courses found in these other universities. When new faculty are added, areas of
specialization are selected so that our programs are on a par with that of well-known major universities
in so far as resources allow. The learning outcomes assessment engaged in for SACS reveals that 80% of
our majors score at 80% or better on key learning outcomes. The mean grade across all sections (2008through 2011) is 2.45; no grade inflation. The chairperson reviews all course materials when doing
annual faculty evaluations. Course content and goals, instructional materials and student evaluation
materials are examined for appropriate breath and depth to the subject matter and level of the course.
Students: 2008-2011, 1 accepted a scholarship to UT Austin (three offered). 1 PKP Study Abroad
scholarship, 1 Rivers Scholarship, 1 Honors Program Expanded Horizons Scholarship, 1 scholarship to
Notre Dame in Early Christian Studies (two other offers). 1 PKP Outstanding Senior. 2008-2011, 29% of
our majors has a GPA of 3.5. During this same period, 15 philosophy majors and 11 religious studies
earned a GPA of 4.0. The mean GPA for the department’s courses is 2.5, (no grade inflation). Achieving
academic honors a significant indicator of quality. The department’s chapter of Phi Sigma Tau had seven
majors in 2009-2010 and six in 2010-2011. In 2010-2011, two majors received monetary awards newly
established by an alumnus and based on the student’s scholarly achievements.
Faculty: The professional organizations of both disciplines give few awards, with the consequence that
at most .00005% of faculty in the U.S. in our disciplines can receive awards in a given year. Over the
years, I have found it very difficult to get faculty to commit the time required to apply for external or
internal awards, as they see this as a waste of time that could be spent on teaching, research and service.
There are a few exceptions: The 2002-2003, 5-Year Achievement Research/Creative Activity Award was
given to Professor Nicholas Georgalis, with the title of Distinguished Research Professor of Philosophy. In
2006, Professor Calvin Mercer was given the ECU University Scholar-Teacher award. In 2007 Professor
Mercer received the UNC Board of Governors Distinguished Professor for Teaching Award. Dr. Georgalis
was the keynote speaker, discussing his MIT press book, at a meeting of the Southern Society for
Philosophy and Psychology. The faculty publishes in major university presses, such as MIT and Oxford
University Press. All members of the department’s faculty have Ph.D’s, regardless of whether they are
tenured, tenure-track or fixed-term. 75% of the tenured and tenure-track faculty are research active by
the department’s criteria. While not required to do so, two of our three fixed-term faculty are publishing
and one is attempting to do so. While on tenure-track, four of our faculty won the best new scholar
paper award from the Southern Society of Philosophy and Psychology. Faculty serve on key committees
in professional organizations. Dr. Maher, for example, is on the Steering Committee for the Tibetan and
Himalayan Religious Group within the American Academy of Religion. Faculty also serve on significant
community committees (Pitt County Memorial Hospital School of Pastoral Education, for example).
Opportunity: .
Department of Philosophy
Program: First, a major goal is approval by the UNC GA of ECU’s request for a BA in religious studies.
Presently, religious studies is a concentration in the Multidisciplinary Studies BA program. Religious
studies faculty and courses are in the philosophy department. Second, the department continues to be
pro-active in seeking out and addressing key ECU strategic planning objectives. In response to the
implementation of the Honors College and to the pivotal role of Leadership in ECU’s mission and
strategic plan, the department created and in spring 2011 taught an Honors College course linking
philosophy, law and leadership. This is an example of how the department will move forward in the
coming years to develop and implement goals that address ECU’s mission and strategic plan. Given
ECU’s present strategic action plan, it is noteworthy that the disciplines of philosophy and religious
studies have traditionally derived the scholarship that informs their curriculum from the world’s major
and minor cultures. The current emphasis on preparing students to succeed globally leads philosophy
and religious studies make the curriculum changes necessary to highlight explicitly the significant role
their courses play in accomplishing this. Additional stress also will be given to the role of the
department’s courses and degree programs in preparing students to be leaders and critical thinkers who
can define and solve problems. Another dimension that will receive additional attention is the
university’s emphasis on diversity. Diversity is at the very core of a solid program in philosophy or
religious studies.
Assessment: The department will realign faculty duties to enable it to engage in the ongoing assessment
activities that now are central to the business of the university. In order for ongoing assessment of
course, curriculum, program, mission and strategic plan implementation to achieve the desired return
on the investment of resources required, “buy-in” at all levels is essential. Creating “buy-in” at the
department level requires planning, commitment and initiative. Without this, assessment is essentially
wasted resources. The department commits to ensuring that its implementation of the assessment cycle
yields measurable quality enhancement of its courses, curriculum and programs and of the university’s
mission and strategic planning goals. Achieving this will require, in part, tracking a lot of things that are
not being satisfactorily tracked right now, such as student and faculty awards and honors, especially
external awards and honors, what students accomplish after graduation, faculty accomplishments in
professional organizations, and so on.
Communication: The department will upgrade its website to enable ready access to key productivity
measures, such as faculty and student honors and awards, membership in honor societies, program
tracks that emphasize leadership, global preparation, problem solving, continued learning and those
elements of ECU mission and strategic plan best served by the department’s students and faculty.
Foundations Curriculum: The department will contribute to the university’s success in implementing
ECU’s strategic objectives “Equip students with a strong foundation in the liberal arts” and “develop
each student’s ability to locate, evaluate and communicate knowledge; to make informed decisions; and
to recognize the ethical dimensions of decisions” by ensuring its Foundations courses are structured to
achieve these objectives. The department will engage in outcomes assessment aiming at quality
enhancement as an essential step in achieving this end.
Faculty: Support for research is a challenge. One example: attending meetings of regional, national and
international professional organizations is an important component of a successful career. Presenting
and defending research plays an key role in developing one’s standing in one’s discipline. Hence, it is
imperative that the department develop funding sources supporting faculty research that do not
depend on state revenues