ࡱ> _ gbjbj r=\r=\j_!<<8P$t*&j (H^^t3 3 3 %%%%%%%$(J+%3  "3 3 3 %^t%& 3 :8^t% 3 % : %,Y%tj /m :7%y%%<*&O% + :+Y%+Y% 3 3 3 %% 3 3 3 *&3 3 3 3 +3 3 3 3 3 3 3 3 3 <> z: Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: _____10/24/16___________ Primary Contacts: __Edward Haven______(faculty); __Nancy Ybarra ______(dean) Program Name: ________Philosophy AA for Transfer _______________________ Mission/Goals Describe the purpose and goals of the program. Who is it designed to serve? Will the program offer an Associate Degree? A Certificate of Achievement? The goal of the philosophy program: Philosophy concerns the study of fundamental questions that arise in different areas of human experience, thought, or practice. These include but are not limited to, questions such as: What is reality? Does God exist? What is good and just? What ought I to do? What is the nature of the self? Does human existence have meaning? Students who engage with these questions and are able to think and articulate viewpoints clearly and in an informed fashion not only enhance their own lives, but contribute significantly to improving their interpersonal relationships, community and society; laying the foundations for a critical and meaningful discussion about social issues, justice, politics and economics. Imparting the following Program Learning Outcomes: 1. Citizenship Developing and applying ethical responsibility and care in academics, the workplace, and global and local communities, while respecting and engaging with a diversity of beliefs, cultures, values, abilities, genders, races, ages, and sexual orientations. 2. Critical Engagement becoming a critical co-investigators of a pluralistic world towards the agency to apply critical thinking to themselves, their communities and their societies, imparting an ethical imperative. 3. Philosophical Enquiry Applying the methodologies of philosophy and critical thinking to describe and analyze philosophical and interdisciplinary problems and issues, including in historical context. 4. Philosophical Expression Express complex philosophical ideas and arguments in clear, coherent and cogent written and oral communication. The program is designed to serve the following students: 1. Students interested in a traditional philosophy path. Many students are interested in receiving a Bachelors of Arts in Philosophy. According to the American Philosophical Association, in 2013 from the reporting California State Universities 248 students graduated with a Bachelors of Arts in Philosophy and from across the University of California system 678 graduated with a Bachelors of Arts in Philosophy. ( HYPERLINK "http://www.apaonline.org/?page=data"http://www.apaonline.org/?page=data) 2. Students interested in becoming a lawyer, writing public policy or other legal positions requiring a graduate degree. Completing an undergraduate degree in philosophy has been demonstrated to be a successful path to becoming a lawyer. According to a study conducted by the University of Florida in 2013, students who major in philosophy were the second highest scoring major on the LSAT ( HYPERLINK "http://www.phil.ufl.edu/ugrad/whatis/LSATtable.html"http://www.phil.ufl.edu/ugrad/whatis/LSATtable.html). It has also been shown that students entering law school with a degree in philosophy have the highest chance of completing law school out of any major. 3. Students interested in supplementing other degrees. Philosophy has an uniquely interdisciplinary application. The core skills taught in philosophy, such as critical engagement and citizenship, help supplement any major. For example, students interested in following a path in social justice, will find a rich discussion about justice, ethics and truth in philosophy which can supplement student success in that field. 4. Students interested in completing core IGETC and Breath requirements for transfer. In order to complete IGETC 3B or CSU C2 requirements, students must take one course in the humanities. While there are many options, more students choose philosophy than any other discipline. Research conducted by Jennifer Saito shows that at Ӱɴý almost one-third (31%) of students fulfill the humanities requirement with a Philosophy class, more than any other. Philosophy is a critical part of many transferring students success. The program will offer an AA-T in Philosophy: In order to assist students from the above student service areas, the program will offer an AA-T to provide a clearly articulated pathway for success. The Associates in Arts in Philosophy for Transfer Degree is intended for students who plan to either receive a foundation in philosophy to supplement other studies or students seeking to transfer to and complete a bachelors degree in a similar major. The AA-T in philosophy can be a strong supplement to an education in law, medicine, public policy, or any field in which, critical thinking, ethics or creative problem solving is valued. Rationale What role would this program fulfill in the college curriculum? Why is it important to offer this program? The vision and mission of the philosophy program maps onto the general education student learning outcomes outlined by the college. Philosophy as understood through the Philosophy program focus on two core values: Critical Engagement and Citizenship. It is through these ideas that the philosophy department will be able to fulfill its mission and allow the learning outcomes of the students who pass through the department to enrich the college and community. Critical Engagement Beyond merely critically thinking, critical engagement invites students to become caring critical co-investigators of a pluralistic world towards the agency to become free to create themselves, their communities and their societies, imparting an ethical imperative. This philosophy program learning outcomes map onto the following General Education Student Learning Outcomes: 3. Thinking Critically and Creatively Citizenship Sierra College defines citizenship by four core values. 1. EthicsDevelop and apply ethical reasoning and decision making skills in academics, in the workplace, and in global and local communities. Value honesty, civility, empathy, interpersonal competence, social responsibility, and peaceful conflict resolution. 2. DiversityRecognize, understand, and respect diversity of belief, culture, value, ability, gender, race, age, and sexual orientation. 3. Sustainability/Global AwarenessDevelop values and behaviors that respect the natural environment. Evaluate social justice issues and identify social responsibilities to elicit social change. Recognize the ethical implications of political, social, and economic institutions. 4. Personal ResponsibilityAccept personal responsibility by recognizing oneself as the principal cause for opportunities and experiences. Effectively develop, apply and manage a healthy physical lifestyle and emotional well-being; self-motivate through planning and acting to accomplish goals. Recognize the value of life-long learning. These four core values of citizenship map onto the following two General Education Student Learning Outcomes: 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social multicultural and global perspectives. Philosophy is uniquely positioned to fulfill these college requirements within the college curriculum. These skills will not just be for philosophy majors, but the philosophy program will seek to be an interdisciplinary program, promoting critical engagement and citizenship across our diverse student body. These skills will help all students regardless of major in their academic and occupational goals. It is through these program goals that the philosophy program intends to continue being the stewards of Ӱɴýs legacy of ethical responsibility. This is evidenced by our holding of philosophy 2: Contemporary Ethical Issues. The philosophy program seeks to be the ethical voice that awakens students to their responsibilities both ethically and as good citizens. It is important to offer this program for three reasons. 1. It provides a clear and articulated pathway for student success through the AA-T. The philosophy department will help students seeking a traditional philosophy path, law degree or related degree succeed in their goals. It will provide for students looking to strengthen their critical thinking skills and develop citizenship. Finally it will provide students seeking to transfer with needed Breath or IGETC required courses. 2. It is the completion of the objectives that were set when hiring a full-time philosophy faculty. In the hiring of a new full-time faculty, one of the objectives was Ӱɴý needs a full time instructor to create a degree in philosophy likely an AA-T. In order to create the AA-T, a program must be created. Therefore, in order to fulfill the objectives set by and approved by the college a philosophy program is needed. 3. Offering a Philosophy Program will help the college achieve the following objectives set out in the Strategic Plan for 2014-2019: 1.2 Increase the number of students who complete courses, certificates, and degrees; are prepared for transfer and career opportunities; and enter or advance within the workforce. The program will help the college meet this objective in two ways: 1. by providing an AA-T in philosophy, students looking for a traditional philosophy path or looking to use a philosophy degree as a foundation for other disciplines, will have a clear pathway to success; 2. The program will teach the critical thinking skills needed for all students to succeed at a college or university. 2.3 Increase the effectiveness of the institution. By creating an instructional program the philosophy department can begin to collect data on students majoring in philosophy. In doing so, the program will provide a clear path for students to graduate in a timely manner and by using that data seek to be a more efficient department. Curriculum and Needs Assessment/Feasibility List the proposed new courses for the program, including the title, number of units, and a brief course description. Phil 120: Introduction to Ethics (3 unit) This course introduces students to the core philosophical ethical theories and their application to contemporary moral issues. These theories include but are not limited to Utilitarianism, Kantian Deonology and Virtue ethics, which may be applied to such issues as abortion, euthanasia, genetic engineering, terrorism. Students will be introduced to employing critical thinking and logic to analyze these theories and issues, making ethical evaluations and finding their own ethical imperative. Phil 130: History of Ancient Philosophy (3 unit) This course is a study of the rise of philosophy in the ancient world, from the beginning of civilization through the classical period, through primary texts. The roots of western philosophy, will be covered with The Pre-socratics, Socrates, Plato and Aristotle; and the roots of other philosophical traditions will be covered through their respective primary texts. The course will emphasize how the development of Ancient philosophy influenced and shaped contemporary culture and beliefs, introducing students to the foundations of contemporary philosophy, ideas and questions. Phil 132: History of Modern Philosophy (3 unit) This course studies the philosophical discourse of the western enlightenment period, from the 16th through the 18th century, with an emphasis on broad epistemological and metaphysical developments of empiricism and rationalism in philosophical thought from Descartes to Kant. The course will emphasize how the development of enlightenment philosophy influenced and shaped contemporary culture and beliefs, introducing students to the foundations of contemporary western philosophy, ideas and questions. Phil 140: Philosophy of Religion (3 unit) This course will cover both historical and contemporary issues and questions regarding the philosophy of religion. This course seeks to explore philosophical questions within multicultural religious contexts, to critically engage with religion to help answer philosophical issues, questions and topics surrounding religion. This typically includes the existence of god, attributes of god, the problem of evil, faith and reason or ethics in religion. Phil 150: Philosophy Through Film and Literature (3 unit) This course offers students the opportunity to examine film and literature through a critical philosophical lens and explore philosophical ideas which can be found in many of the films we watch and books we read. This course will discuss themes like: dystopia, guilt, the meaning of life, justice, friendship, the apocalypse and others. Students will be introduced to the core themes and methodologies of critical thinking and philosophy, using film and literature to help students better understand themselves, their community and the pluralistic world around them. Phil 210: Symbolic Logic (3 unit) This course introduces students to symbolic logic, through the study of propositional logic (the logic of sentences) and predicate logic (the logic of classes and relations). This will include, symbolizing sentences, semantic methods such as truth tables, syntactic methods such as proofs and an introduction of metalogic. List the course requirements for the major. To earn the Associates in Arts in Philosophy for Transfer Degree, a student must Complete 60 transferable semester units that include: Complete CSU General Education Breadth (CSU GE Breadth) or the Intersegmental General Education Transfer Curriculum (IGETC) requirements. Complete the required major requirements listed below. Courses for the major and the GE requirements (CSU GE-Breadth, IGETC) must be completed with a grade of C or better or a P if the course is taken on a pass-no-pass basis. Minimum GPA of 2.0. Required Courses (9 Units)Phil 100: Introduction to Philosophy or Phil 120: Introduction to Ethics Phil 110: Critical Thinking and Composition Phil 210: Symbolic Logic Elective Courses (9 Units, at least 3 Units must come from category A)APhil 130: History of Ancient Philosophy Phil 132: History of Modern Philosophy BPhil 100: Introduction to Philosophy Phil 120: Introduction to Ethics Phil 122: Contemporary Moral Issues Phil 133: History of Political Thought Phil 140: Philosophy of Religion Phil 141: Comparative Religion Phil 150: Philosophy Through Film and Literature Total Units:18  List the proposed sequence of program-specific courses and the projected enrollment: Fall-Year 1 (list the courses to be offered each term and the projected enrollment) Course # of sectionsProjected enrollmentPhil 1006186Phil 1104125Phil 120276Phil 1221 (honors)32Phil 1331Shared w/ Political SciencePhil 142244Phil 150130Phil 210 135 Total: 17 sections 523 students. Spring-Year 1 Course # of sectionsProjected enrollmentPhil 1006190Phil 1104150Phil 120276Phil 1221 (honors)32Phil 1331Shared w/ Political SciencePhil 140125Phil 142122Phil 150130Phil 210 135 Total: 17 sections 560 students. Fall-Year 2 Course # of sectionsProjected enrollmentPhil 1006195Phil 1105165Phil 120276Phil 1221 (honors)32Phil 130125Phil 1331Shared w/ Political SciencePhil 140248Phil 150135Phil 210 140 Total: 19 sections 616 students. Spring-Year 2 Course # of sectionsProjected enrollmentPhil 1006200Phil 1105170Phil 120276Phil 1221 (honors)32Phil 132125Phil 1331Shared w/ Political SciencePhil 140248Phil 150140Phil 210 140 Total: 19 sections 631 students. Projected number of students in the program*: Fall-Year 1 ___523_____; Spring Year 1 _____616_____ Fall-Year 2 ___560_____; Spring Year 2 _____631_____ * Unduplicated total headcount in program-specific courses. Enrollment projections are based on: [enrollments in experimental (900) courses to be included in the program; enrollments in similar programs in the college or nearby colleges; etc.] Numbers for current classes or replacements for current classes, based on data of student enrollment averages specific to that course, at census from Spring 2013 Spring 2016. Projected numbers for new classes assessed by projected interest in courses, enrollment from courses offered in the same Breath and IGETC sections and the overall growth of and sustainability of the philosophy department from Spring 2013 Spring 2016. The additional sustainability in enrollment will come from repositioning the philosophy department within the college curriculum to offer two key courses needed to complete the critical thinking requirements for the IGETC and the GE Breath requirements. Philosophy 110: Critical Thinking and Composition will fill the IGETC critical thinking requirement and Philosophy 210 will fill the GE Breath requirement. Similarly sized or smaller colleges are able to maintain a philosophy program. Folsom Lake College, a slightly smaller college similarly placed within a larger multi-college district, maintains a full philosophy program and is in the process of introducing an AA-T in philosophy. (See comparison of size made with data from the student success scorecard). Philosophy Department Enrollment from Spring 2013 Spring 2016  Provide Projected Annual FTES (to be completed by the Office of Instruction) Year 1 ____________ Year 2 ____________ Do other colleges in the district or in neighboring districts offer a similar program? If so, provide the rationale for duplicating it at Ӱɴý. Baring extreme limitations, all colleges in our region offer philosophy classes and many include a full program. Within our district CCC offers philosophy courses and DVC offers a complete philosophy program with an AA-T in Philosophy. Both colleges just hired new full-time faculty in philosophy in fall 2016. These facts are exactly why Ӱɴý needs a philosophy program. Philosophy is a critical part of a thriving college. Philosophy is a core academic discipline. Most, if not all, CSUs and UCs offer philosophy degrees. For Ӱɴý to be considered a first and complete choice for students in Contra Costa County, Ӱɴý needs to offer students a complete catalog of academic disciplines. This includes philosophy. More and more students are choosing philosophy as the clear path to achieve their academic goals. This is evidenced by the continuing growth of the philosophy department as indicated in the previous section and also by all three colleges in the district making a commitment to their philosophy department by hiring new philosophy instructors. What other departments at the college could be affected by adding this program? Explain and include the results of preliminary discussions with the affected departments. A number of programs around the college will be impacted positively through the inclusion of the philosophy program. One goal of the philosophy department is to bring an interdisciplinary approach to critical thinking and citizenship. Within curriculum and lesson plans the program will provide a place for all students to build necessary skills for success in academic, vocational, and all aspects of life. While all students can benefit, two examples standout. By offering Critical Thinking and Composition and Symbolic logic a more logically rigorous option will be made available in the critical thinking requirements. We hope both of these classes will meet necessary Breath and IGETC requirements. STEM students, specifically computer science and mathematics students, will benefit from this. We also hope to offer a version of Contemporary Moral Issues specifically for nursing students which focuses on Medical and Bioethics. Nursing students will be able to complete their humanities requirement while enriching the training they will need to succeed in nursing programs. The department most clearly effected is the English department. Currently the English department already offers courses which meet the critical thinking requirements for the Breath and IGETC requirements. It will be important that as the philosophy program introduces new courses into this ecosystem, they do not disrupt the English department. A preliminary discussion has been entered into and all parties agree there is much to gain and learn from each other, to improve both of the departments, while appreciating the differences in approaches to critical thinking. Staffing Describe the initial staffing needed for the program, including the approximate number of full time and part time faculty and classified staff. The staffing needs for the department will not change as the result of offering the new instructional program. Enrollment in philosophy courses are growing regardless of offering a new program. The department will be able to manage the initial staffing by replacing an adjunct who was let go. In all the department will have: 1 Fulltime 4 Adjuncts The continued assistance of full-time faculty in other departments. Will new hires be required in order to offer the program? If so, are the pools of full time and/or part time faculty expected to be sufficient? In response to these growing needs, the department will need to hire new adjuncts. A process the department has started regardless of receiving a philosophy program. The department just released one adjunct and will need to replace that person, as well as bring in an additional adjunct to cover the departments growth. Even if we will need to bring in additional part-time faculty beyond the projected need, the pool of part time faculty is sufficient to carry this load. How will the staffing needs change in years 2-4? The department will need to bring in additional adjunct faculty to teach the growing number of courses. We project that at the end of two years the department will have an additional 4 sections. With the hiring of one replacement adjunct and one new adjunct these courses should be covered by the department. Operating Budget Outline the initial budget required to fund the program. Briefly explain any budget item as needed to make the purpose clear. Staffing None Supplies No change to the current budget Consultants None Travel None Interprogram (Copies, postage, etc.) No change to the current budget Equipment (list all major equipment) None See Instructional Technology Department for recommendations and cost estimates What additional costs should be anticipated in subsequent years? A small increase to the department budget and copy budget to accommodate the basic supplies and copies needed to offer additional course sections. Facilities Describe the facilities needed for the program in the first year (classrooms, labs, offices, other). The program will need classroom space for the additional sections offered. The program will need to offer two new sections in the first year, neither of which require a specialty classroom. With new classrooms open in CC2 for the fall of 2017, the department does not project having any problems finding times to offer these two classes. What additional facilities needs should be anticipated in subsequent years? A shared office space which the philosophy adjuncts can use to hold office hours. This does not need to be just for philosophy adjuncts but could be shared with other departments. The need for an adjunct office is an equity issue. Students who need to discuss issues which they are not comfortable speaking about in front of other students (such as sexual orientation, gender identity or other issues regarding beliefs, cultures, values, abilities, races, and ages), need a space where they can bring these issues to their professors and receive the confidentiality promised them regarding these issues. Many students do not feel comfortable speaking about these issues in front of the class, walking in the hallway or outside the professors car. 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