1. Main Identify the program title and the degrees/certificates offered from the list of integrated programs

Merced College Philosophy Comprehensive Program review for 2014-15 1. Main Identify the program title and the degrees/certificates offered from the list of integrated programs PHILOSOPHY A.A.T. Philosophy (15400.AAT) 2. Description of the Program Identify people who participated in this program review process and provide documentation of discussions Keith Law, principal preparer Max Hallman, reviewer Travis Hicks, reviewer What is the mission for the program? Philosophical studies at Merced College stress analytical reasoning, writing and oral expression. The study of philosophy has had an historic role in liberal arts education because it develops careful, independent thinking and aids in defining one's most fundamental values and beliefs. The philosophy curriculum is designed around a core education that includes the history of philosophy, ethics, and either logic/critical thinking or comparative religions. The philosophy department is dedicated to the pursuit of excellence. We recognize that philosophy and a philosophical education enhance the cultural, economic and social aspects of the community. The study of philosophy will improve the critical thinking skills that are applicable to any area of endeavor, while at the same time exploring the deepest aspects of self, community and existence. How is the mission communicated to students and the rest of the campus community? The Philosophy Program is described in the Merced College Catalog, and flyers are distributed throughout campus. The mission is also communicated by student/faculty consultation, including ASMC and student clubs. How does the mission align with the college s overall mission? The Philosophy Program mission aligns with the college s overall mission. Particularly this is by emphasizing our dedication to excellence; the relation between a philosophy education and enhanced cultural, economic and social aspects of our community; and the applicability of critical thinking skills to future endeavors, thus preparing students for the next stage of their lives. 1

3. Program History and Description - HISTORY OF THE PHILOSOPHY PROGRAM The teaching of Philosophy at Merced College dates to the founding of the college. The 1963-1964 college catalog shows that one Philosophy class (Introduction to Philosophy) was offered that year. This course was no doubt taught by an adjunct instructor. A significant development occurred in the year 1965-1966, when Ed Bean was hired as the college s first full-time professor of Philosophy and Humanities. That year a second course, Comparative Religions, was added to the Philosophy curriculum; and three years later, Introduction to Logic became the third Philosophy class taught at the college. The early 1970s saw several important developments. An Applied Philosophy class was added to the curriculum in 1971-1972, and Bill Moldrup became the second full-time Philosophy professor the next year (although Bill s initial teaching duties included Computer Science as well as Philosophy classes). In the year 1972-1973, a course entitled Ethics in Revolution was taught for the first time, and a one-unit independent study class was added two years later. In the early to mid-1980s the Philosophy curriculum underwent a few changes. The independent study class was dropped in 1980-1981, but Philosophy 5 (Introduction to Ethics) was added. In the next few years both Applied Philosophy and Ethics in Revolution were removed from the curriculum, so that by 1985-1986 only four Philosophy classes remained in the college catalog. However, the year 1984-1985 saw the first retirement of a full-time Philosophy professor at Merced College, when Ed Bean retired at the end of the year. Max Hallman, who was hired as the replacement for Ed Bean, began teaching the following year. The late 1980s saw the addition of two new classes to the curriculum, Elementary Symbolic Logic (Philosophy 11) and a one-unit independent study honors class. The late 1980s also marked the beginning of the Critical Thinking movement in California, and the subsequent addition of a Critical Thinking class to the curriculum. The year 1990-1991 marked an important milestone for the Philosophy Department. This was the first year that an A.A. in Philosophy was offered at Merced College. To round out the newly-created program, the history of philosophy sequence (Philosophy 3 and 4) was added to the curriculum. Also, this was the year that a third full-time Philosopher professor was hired, Professor Keith Law. Since the year 2000, the most significant events in the development of the Philosophy Program have been the deletion of Philosophy 11 from the curriculum and the addition of two honors classes, Philosophy 1H and Philosophy 13H. Also, Bill Moldrup retired from the department. He was initially replaced by Professor Michael Colson and then by Professor Travis Hicks, when Michael Colson resigned to return to graduate school. Calendar of Changes: 1963-1964: Introduction to Philosophy is the only Philosophy class offered at the college. 1965-1966: Ed Bean hired as first full-time professor; Comparative Religions added to the curriculum. 1968-1969: Introduction to Logic added to the curriculum. 1971-1972: Applied Philosophy added to the curriculum. 2

Calendar of Changes continued: 1972-1973: Bill Moldrup hired as a second full-time professor; Ethics in Revolution added to the curriculum. 1974-1975: One-unit independent study course added to the curriculum. 1980-1981: Independent study course drop from curriculum; Introduction to Ethics added. 1984-1985: Applied Philosophy dropped from the curriculum. 1985-1986: Max Hallman hired to replace Ed Bean; Ethics in Revolution dropped from the curriculum. 1987-1988: Critical Thinking and Elementary Symbolic Logic courses added to the curriculum. 1989-1990: Independent study honors class added to the curriculum. 1990-1991: A.A. in Philosophy established; Keith Law hired as third full-time professor; History of Ancient Philosophy and History of Modern Philosophy courses added to the curriculum. 1992-1993: Critical Reasoning and Writing (Philosophy 13) added to the curriculum as a response to the creation of IGETC. 2000-2001: Honors Introduction to Philosophy and Honors Critical Reasoning and Writing added to the curriculum. 2002-2003: Elementary Symbolic Logic dropped from the curriculum. 2004-2005: Michael Colson hired to replace Bill Moldrup. 2006-2007: Travis Hicks hired to replace Michael Colson. 2008-2009: Keith Law elected MCFA President with 6 units release time: required more reliance on part time faculty. 2013-2014: Transfer Model Curriculum (TMC) submitted and approved. 2014-2015: Keith Law returned to classroom after 5 year term as MCFA President. Identify major changes and/or developments, including change or growth in other programs, which have significantly impacted your program. TMC required changes to CID descriptors: PHIL-1, 3, 4, 5, and 12. 4. Curriculum Provide your plan to bring courses into compliance with the Title 5 5-year cycle of review. (if necessary) All courses are in compliance. Please explain any future curriculum changes to courses or programs. Philosophy 2 (Social and Political Philosophy) has been submitted to the Curriculum Committee. If approved, it will be added to the Philosophy TMC as an elective. 3

8. Program SLO Grids Institutional Student Learning Outcomes (Adopted, April 3, 2007 and reviewed April 2010) Communication: Use language and non-verbal modes of expression appropriate to the audience and purpose. (GE Breadth Areas A and C) Computation: Use mathematical skills and various aspects of technology appropriate to the task. (GE Breadth Areas A and B) Cognition: Use critical thinking skills to analyze, synthesize, and evaluate ideas and information. (GE Breadth Areas A, B and C) Global and Community Consciousness and Responsibility: Demonstrate understanding of different cultures and knowledge of historical eras and importance of community involvement. (GE Breadth Areas D) Personal Development and Life-Long Learning: Demonstrate self-management, maturity, and growth through practices that promote physical, mental, and emotional well-being. (GE Breadth Area E) Institutional Student Learning Outcomes ( I-SLOs) Philosophy Program Outcomes Program SLO A:. Demonstrate a basic knowledge of the fundamental concepts of the major figures in the history of Western philosophy, as well as some figures outside the traditional Western canon. Program SLO B: Analyze primary philosophical texts and the philosophical arguments contained in them. Program SLO C: Defend positions on important philosophical issues, questions, and/or problems in written form. Communication Computation Cognition Global and Community Consciousness and Responsibility Personal Development and Life-Long Learning 4

Course outcomes mapped to Philosophy program outcomes - introduced (I), practiced (P), or mastered (M) Philosophy Program Program SLO #A Knowledge of Concepts Philosophy 01 Introduction to Philosophy SLO A Evaluate some of the fundamental issues and methods of philosophy; SLO B Define the terminology that is essential for understanding and analyzing the fundamental issues and methods of philosophy; SLO C Demonstrate an understanding of at least two philosophical positions, as well the pros and cons of each position. Phil 03 Ancient Philosophy SLO A Evaluate primary philosophical texts of the ancient past. SLO B Analyze major philosophic arguments from the ancient historical period. SLO C Demonstrate an understanding of some of the ancient philosophical vocabulary associated with philosophic argument. Phil 04 Modern Philosophy SLO A Evaluate primary philosophical texts of modern philosophy. SLO B Analyze major philosophic arguments from the modern historical period. SLO C Demonstrate an understanding of some of the modern philosophical vocabulary associated with philosophic argument. Phil 05 Contemporary Ethical Issues Program SLO #B Analyze texts and arguments Program SLO #C Defend positions SLO A Demonstrate knowledge of major ethical theories. SLO B Analyze contemporary moral problems in light of these major ethical theories. SLO C Compare his/her own ethical theories and positions to those discussed in class. 5

Philosophy Program Program SLO #A Knowledge of Concepts Program SLO #B Analyze texts and arguments Program SLO #C Defend positions Phil 10 Critical Thinking SLO A Analyze the structure of arguments. SLO B Evaluate arguments to determine cogency or the lack thereof, including the identification of common formal and informal fallacies. SLO C Construct a cogent argument. SLO D Apply critical thinking techniques to areas such as advertising and the news media. Phil SLO A Determine the validity or invalidity of categorical syllogisms through the use of Venn diagrams and the rules concerning valid syllogisms. SLO B Formulate natural language arguments into symbolic form. SLO C Assess whether symbolized arguments are valid or invalid through the use of truth tables and natural deduction. Phil 13 Critical Reasoning and Writing SLO A Summarize in standard American English the main claim (point), the chief support (reasons or premises), assumptions (unstated warrants) and/or conclusions of complex texts in various social, historical, cultural, psychological, or aesthetic contexts. SLO B Analyze arguments for logical and structural methods (such as inductive and deductive reasoning; cause and effect; logos, ethos, and pathos) and for weakness in reasoning caused by formal and informal fallacies. SLO C Evaluate the effectiveness of an argument for an academic audience and various other audiences, differentiating strong arguments from weak arguments SLO D Compose thesis-driven arguments from several sources in standard American English that incorporate primary and secondary material using appropriate documentation to avoid plagiarism and that an academic audience would most likely deem as acceptable positions on a given issue. 6

Philosophy Program Program SLO #A Knowledge of Concepts Phil 15 - Comparative Religions SLO A Assess the historical development and basic philosophical concepts of several of the world's religions SLO B Apply the terminology that is necessary for discussing these religions; Program SLO #B Analyze texts and arguments Program SLO #C Defend positions SLO C Compare and contrast religious and philosophical differences SLO D Analyze basic religious concepts using essay questions, essays and/or journal entries 9. Learning Outcomes Assessment Discuss the process used by faculty in identifying program-level student learning outcomes (SLOs) and the type of assessment that is being used to measure those outcomes. Philosophy faculty members adopted program- level student learning outcomes after consultation with all members of the program. These outcomes are measured primarily at the course level through course SLOs that have been linked to P-SLOs. Summarize the findings of program learning outcomes assessments completed in the last two years, or since the last review. As with many programs at Merced College, the Philosophy Program developed program SLOs during the past year, and we have yet to assess the effectiveness of those P-SLOs. In the current Comprehensive Program Review we established our initial set, from which in the future we will be able to compare and contrast. Our plan is to complete an assessment and share findings in the upcoming annual program review (2015-16) and then to continue that practice on an annual cycle. Include a plan for assessing the course and program SLOs you have not assessed at this time. The faculty members of the Philosophy Program have established a rigorous timeline for all course SLO assessments and all are assessed on time. Program SLOs will be assessed through course SLOs and while completing Annual Program Reviews. Our chosen method for assessing program SLOs will be by connecting specific course SLOs to our Program SLOs. During each Annual Program Review our faculty members will meet to evaluate specifically the results of each course SLO assessment that took place during that year as that relates to our Program SLOs. Through this method we will also be able in the future to relate our P-SLOs to Institutional Student Learning Outcomes. We will make data-driven adjustments based on the results of these evaluations. 7

How well do your program learning outcomes represent the scope and depth of learning appropriate to the degree/certificate program offered, and how do you know? The Philosophy Program learning outcomes well represent the scope and depth of learning appropriate to the Philosophy Degree program. This is the conclusion of discipline faculty after deliberation from which consensus was reached. How well do your program learning outcomes represent the scope and depth of learning appropriate to the standards of your discipline or profession/occupation, and how do you know? The Philosophy Program learning outcomes well represent the scope and depth of learning appropriate to the standards of our discipline. The Philosophy Program s Transfer Model Curriculum (TMC) was accepted during the 2013-14 academic year. In order to accomplish this, faculty members conducted extensive research throughout the CSU and UC systems to assure that our course offerings, including learning outcomes, are consistent with philosophy programs throughout all university systems. 10. Staffing This information can be found on the Office of Grants and Institutional Research website, at https://mc4me.mccd.edu/presidents_office/pres_areas/ogir/default.aspx Describe how the program is staffed. Include the following: Staffing (Credit Courses) Program data Merced College Productivity (WSCH/FTEF) 426.40 464.83 FT-FTEF (Full-time Equivalent Faculty), fulltime faculty PT-FTEF (Full-time Equivalent Faculty), parttime faculty 3.40 3.93 (33.71%) 2.40 (34.29%) 4.3 (62.86%) Average FTES/section 1.94 4.3 # of full-time faculty 3 # of part-time faculty 2 # of support staff 0 # of Coordinators and/or Program Managers (including amount of reassigned time dedicated to each position) 0 8

11. Student Performance Summarize the findings of the following student performance measures, looking at the numbers for your program compared to the college as a whole for the 2013-14 school year. Program data Merced College Success (Course Success Rates) Retention (Course Completion Rates) 68.25% 68.9% 78.31% 84.52% # Transfers to 4-year school AND/OR Degrees Awarded 0 1,019 degrees* * For 2013-14: 537 AA, 107 AA-T, 93 AS, 27 18-30 unit certificates, 154 30-60 unit certificates, 16 60+ unit certificates, 2 certificates of completion, and 83 AS-T degrees were awarded by Merced College If you have chosen other quantitative or qualitative measures to gauge your program's effectiveness, please identify them here, and briefly describe the results 9

12. Analysis of Data and Evaluation Briefly outline which students are served in your program(s). Look at age, gender, and ethnic/racial breakdowns. You can compare demographics by site, time, modality, and ultimately, to the district's demographics for the same term. Student Demographics (Credit Courses) Program data Merced College 19 278 22,710 20-24 591 26,359 Age 25-29 112 7,158 30-34 50 3,694 40-49 26 2,456 <50 8 1,417 Female 604 36,624 Gender Male 478 29,115 Unknown 2 81 African-American 33 2,959 American Indian/Alaskan 6 487 Native Asian 152 6,835 Filipino 9 650 Ethnicity Hispanic 548 35,703 Multi-ethnic 16 1,391 Pacific Islander 7 310 Unknown 23 908 White, Non-Hispanic 290 16,577 Total 1084 65,820 10

What is the total number of sections offered? Provide a breakdown of sections by site modalities when appropriate. Sections (for Credit Courses) Program data Merced College LB (% filled) 7 (26.16%) 253 (67.91%) MC (% filled) 48(52.31%) 2,027 (71.96) Total (% filled) 55(52.31%) 2,280 (71.48%) Non-DE 55 2151 (94.3%) DE 0 129 (5.7%) Non-DE/DE 0 16.7 3 LB and 10 Merced = co-listed with English 13. What is the average class size and the average percentage of sections filled for your program? 19.71 (52.31%) What is the site-based/distance education learning ratio for your program? 55/0 How do your program demographics compare across sites and modalities (Distance Education or Hybrid courses)? Is access equitable across all modalities and sites? NA How do your program demographics compare to the District aggregate? The four largest demographic groups are represented in the same order: 1. Hispanic, 2. White (non- Hispanic), 3. Asian, 4. African-American. Slightly more students identify as multi-ethnic than unknown at the District level, which is reversed for the Philosophy Program where slightly more identify as unknown than multi-ethnic. Are there any other factors which could be influencing student access to your courses or program? The Philosophy Program supports offering courses throughout the day and evening to allow students the greatest possible access. There is limited access at the Los Banos campus for all but GE critical thinking courses due to the fact that no full time faculty members have been hired to replace Larry Peck who in the past taught a split teaching load: Spanish and philosophy. 11

13. Resources Describe the types of facilities and equipment used by the program and the extent to which these resources meet program needs. The Philosophy Department utilizes: 1. computers: Our office computers are dated and may soon need to be replaced. Computers in many rooms are more dated. 2. over-head projectors: meets program needs. 3. computerized over-head projectors: Meets program needs. 4. CD/DVD players: Meets program needs. 5. Library materials and On Reserve: Meets program needs; however, collection needs to be supplemented periodically. 6. Theater: Meets program needs. 7. Videos (VHS/DVD): Meets program needs; however, collection needs to be supplemented periodically. 8. Slides/Pictures: Meets program needs; however, collection needs to be supplemented periodically. 9. Films: Meets program needs; however, collection needs to be supplemented periodically. Discuss how technology is used to deliver instruction or enhance student learning and the extent to which available technologies meet program needs. The primary technologies used are office computers, classroom computers and overhead projectors. Many of these are dated and in need of upgrading. Discuss the program s expectations for professional development by faculty (full-time and part-time) and staff and the extent to which faculty and staff engage, or would like to engage, in professional development activities. Our faculty members regularly participate in flex activities, and attend professional conferences. Faculty members would like to participate in professional development to a greater degree; however, funding has been severely cut over the decades. There is a need to establish ongoing dedicated funding for professional development activities. There is also a need to establish compensation for part time faculty members to enable them to also take advantage of professional development opportunities. 12

14. 5-year planning guide (Copy and paste new tables for goal) Goal Statement 1: Create CID descriptors for Phil 10 and 15 Outline the objectives needed to accomplish this goal Target date for completion Person(s) responsible for completion Identify the benchmark for this goal Describe the means of assessment that will be used to measure progress toward this goal. To which program SLOs does this goal connect? To which Merced College Strategic Planning goals and/or institutional student learning outcomes does this goal connect? Resource Requests: Identify individual resources needed to achieve this goal Justification for request: How will this resource help the program achieve this goal? There must be C-ID Descriptors created for these courses, and that has yet to occur. Academic year 2015-16, or within one year of development of C-ID descriptors for these courses. Hallman, Law, Hicks The creation of C-ID Descriptors Once we have C-ID Descriptors we will fulfill this goal, so no further measurements are required. Program SLOs A, B and C ISLO: Communication, Cognition and Global and Community Consciousness and Responsibility. No additional resources needed. 13

Goal Statement 2: Create a new course: Philosophy 2: Social and Political Philosophy Outline the objectives needed to accomplish this goal Target date for completion Person(s) responsible for completion Identify the benchmark for this goal Describe the means of assessment that will be used to measure progress toward this goal. To which program SLOs does this goal connect? To which Merced College Strategic Planning goals and/or institutional student learning outcomes does this goal connect? Resource Requests: Identify individual resources needed to achieve this goal Justification for request: How will this resource help the program achieve this goal? The course has already been created and submitted for tech review. The course has been submitted for GE approval, and we are awaiting the results. Once that occurs we will move forward with full implementation. Summer 2016 or 2017 Hallman, Law, Hicks To have the course approved for GE credit at both CSU and UC. Once we gain GE approval we will be able to fulfill this goal, so no further measurements are required. Program SLOs A, B and C ISLO: Communication, Cognition and Global and Community Consciousness and Responsibility. No additional resources needed. 14