1
Program Review
Bachelor of Arts in Humanities
College of Liberal Arts
October 2013
MARSHALL UNIVERSITY
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
1 – I recommend the program be continued at the present level of activity.
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The Humanities program is an important part of the foundation of a liberal arts education. The
coursework in Classics, Classical Languages, Philosophy and Religious Studies prepares students to
understand how the problems and issues we face in our professional and personal lives are informed by
the intellectual and moral contributions of great thinkers from the beginning of recorded history.
Understanding our place in the evolution of human civilization allows our students to better understand
the development of society and their place in it as individuals. The Humanities curriculum is consistent
with Marshall University’s mission to provide innovative educational experiences which promote students’
ability to preserve and synthesize knowledge.
Courses within the three Humanities departments make a valuable contribution to general education for
all students at the university. Partly due to the availability of courses via web delivery, courses in Classics
are popular general education courses. Several faculty members in the department offer their courses as
writing intensive, and several courses carry a multicultural designation.
The curriculum in the Humanities is innovative and student-centered. Students take foundational
coursework, team taught interdisciplinary seminars, and capstone courses with substantial student
research projects attached. This approach affords students in the three departments an opportunity to
get an honors style education in their required courses for the major. This approach does minimize the
faculty/student ratio. The programs enroll approximately 4 majors per faculty major and they graduate, on
average, one student per faculty member per year.
While there is a compelling need for humanities education in the general education curriculum, and the
departments are staffed with a limited number of faculty members, the enrollments in the majors make it
difficult to justify additional faculty lines. The breadth of the field in Philosophy leaves room for additional
faculty to broaden the curriculum. The absence of full time faculty in Religious Studies to cover JudeoChristian religious traditions could be addressed with an additional faculty line. The split duties of the
Classics faculty to cover language courses (in Greek and Latin) as well as courses in classical literature
and culture combine to create a course demand that is difficult to fill with just three faculty members.
However, enrollments in the majors within the Humanities are not sufficient to justify adding faculty lines,
particularly in light of the severe budget cuts faced by the university at present.
My recommendation for this cycle is to continue the program at the present level of activity.
__R.B. Bookwalter______________________
11-5-2013________________
Signature of the Dean
Date
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Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Humanities Degree Program
College:
Liberal Arts
Date of Last Review: Spring 2008
I.
CONSISTENCY WITH UNIVERSITY MISSION
The Humanities degree program consists of the departments of classics,
philosophy and religious studies offering various courses of study in the
fundamental texts and areas of human inquiry. Our mission is to bring students
into the long conversation that speaks of the so called fundamental concerns
characteristic of human existence. And of course these disciplines are part of the
larger context of disciplines constitutive of the College of Liberal Arts. We also
find it important to contribute yearly to the Honors College and to its Yeager
Scholars Program.
So our mission is to provide the College of Liberal Arts and Marshall University
with some of the core components of a liberal education by means of the
Humanities major with concentrations in Classics, Philosophy, and Religious
Studies. A university education lacking any of these three disciplines would
amount to something less than what a traditional genuine education essentially
is. A Marshall University education serves the citizens of West Virginia with the
inclusion of multiple possibilities from these three essential disciplines of study.
In keeping with the mission of our College of Liberal Arts we provide students
with a progressive liberal arts education that enhances their ability to think
clearly, critically, and independently on the fundamental issues and questions
characteristic of what it means to be a human being. Or in the language of the
recent HLC Activity 3—“Our mission carries out the College mission and the
University mission at its deepest level, the level that provides the basis for the
rest, as well as with respect to effective reasoning and knowledge in a variety of
areas that are central to everyday, practical life in our society.”
II.
Adequacy of the Program
1. Curriculum:
The Humanities Degree Program is offered cooperatively by three separate
departments: Classics, Philosophy, and Religious Studies (CL/PHL/RST). This
program studies human experience in a way that is both distinctively
interdisciplinary and guided by the specific disciplines involved.
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The goal of the program is to help students develop an understanding of
themselves and their culture, by exploring the ways in which humankind has
ordered its experience. The means of exploration is the study of the basic
philosophical, religious, and artistic works that continue to shape human
experience.
The program consists of three parts.
1. Three courses introducing the specific goals and methods of the three
disciplines (9 hours). These courses place special emphasis on the particular
discipline’s approaches to knowledge, critical thought, skills of expression, and
human development. Students must choose from those listed below, one for
each discipline:
• Classics: CL230 Ancient Greek and Roman Epic, CL 231 Women in
Greek and Roman Literature, CL 232 Ancient Greek and Roman Drama,
CL 233 Greek and Roman Historians, CL 234 Greek and Roman Poetry,
CL 235 The Ancient Novel
• Philosophy: any PHL 200 or 300 level course, except PHL 302 and 304
• Religious Studies: RST 205 Introduction to Religious Traditions of the
West, RST 206 Introduction to the Religious Traditions of Asia, RST 300
The Nature of Religion
2. Three interdisciplinary, team-taught courses (9 hours), in any
combination of levels, but including at least one at the 400 level as the senior
capstone experience. We offer CL/PHL/RST 250 (Studies in Humanities),
CL/PHL/RST 390 – 394 Junior Seminar in Humanities, and CL/PHL/RST 490 494 Senior Seminar in Humanities.
3. Five Courses by Contract (15 hours) to be chosen by the student usually
with the advice of a committee of faculty members. Each major may select a small
advisory committee to assist with contract course selection, advising, and long-range
planning. The committee may consist of two or more faculty members from at least
two disciplines. Contract courses need not be restricted to those our departments
offer and may be structured on chronological period, comparative cultures,
traditional departmental emphasis, theme, or topic. (See Appendix I for additional
information).
2. Faculty:
Faculty holding tenure make up 100% of our faculty in the three departments of
full-time faculty teaching courses within the humanities major. The extent of the
use of part-time faculty can vary from semester to semester, with Classics having
two, Philosophy having four (two teaching on campus, and two off campus for
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MOVC & TVRC), and Religious Studies with at least three on campus. Several
full-time faculty make faculty development efforts, and are often successful in
securing reassigned time from teaching, for research. As a result many of the
faculty are quite active in research and publication as indicated in the Data
Sheets. Two philosophy professors published a book each in these five years,
and several articles. In classics one professor published two books and several
articles. And most faculty have been consistently active in conference
attendance and presentations. (See Appendix II for Faculty Data Sheets).
3. Students:
a. Entrance Standards:
We don’t have any other standard than students be of good standing in
the college and university. As often as not our majors are double majors,
so we get majors in their sophomore year or above—thus not usually in
the freshman year, but there are some exceptions. So GPA desired is
2.0, and ACT would be whatever the student had to be accepted at
Marshall.
b. Entrance and Exit Abilities of past five years of graduates:
There were 40 graduates of the program during this review cycle and high
school GPA was available for 39 of them. The mean High School GPA for
this group was 3.47. Thirty-two of these graduates had ACT scores upon
admission, with the mean score being 25.14. Sixteen of these graduates
had SAT scores upon admission. Their mean verbal GRE score was
606.87 and their mean quantitative GRE score was 540.62. At the time of
graduation, the mean college GPA of this cohort of 40 students was 3.35.
Please refer to Appendices III and IV for additional detail.
4. Resources:
a. Financial:
If terminated as a major, there would presumably be only a bit of a course
reduction at the upper division levels in CL/PHL/RST, but all else would
remain as the three departments make ongoing contributions to the
college elective requirements and general education courses, and to the
Honors program courses.
If reduced or terminated the university would be affected by having the
core of its heart ripped out (no classics, philosophy, religious studies) with
the non-existence of the humanities venue in the College of Liberal Arts
and the University.
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b. Facilities:
The humanities degree program has been given primary use of three
classrooms in Harris Hall, one for each department. Classics has HH 403,
Philosophy has HH 446, and RST has HH 445. We interchange with each
other depending on enrollments in any give course. Philosophy has often
used HH 403 for its upper division courses at times when it is available.
Classics often uses HH 446 for some of its larger enrolled courses when
Philosophy is not using it, etc.
HH 446 has been computer outfitted as a tech classroom since before the
last five year review. The departments also share other technological
devices, for example a slide projector, a television, and a DVD player.
5. Assessment Information: NOTE: This section is a summary of your yearly
assessment reports.
a. Provide summary information on the following elements. Please
include this information in Appendix V.
Your Program’s Student Learning Outcomes
Program Student Learning Outcomes for Humanities BA Degree
The revised outcomes/goals as of Spring Semester 2012:
1. Rhetorical Skills
1a. Students will be able to interpret thinking and texts with
attention to important literary elements.
1b. Students will be able to create oral and written discourse with
attention to topic, development, argument, counterargument,
validity, and critical perspective.
2. Critical Thinking Skills
2a. Students will be able to analyze texts written and practices and
institutions developed from different perspectives and for different
purposes.
2b. Students will be able to explore and fairly compare evidence
and reasoning for conflicting viewpoints.
2c. Students will be able to re-examine a critical position from
multiple and sometimes competing perspectives.
3. Informed Openness to Multiple Perspectives
3a. Students will be able to define any thinking, text, practice, or
institution as a product of human beings and as a window to the
nature of its human author(s) and audiences(s).
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3b. Students will be able to imagine any thinking, text, practice, or
institution as embodying an insight into the world.
3c. Students will be able to exercise the skills of openness to
different personal and cultural viewpoints within the context of a
multicultural world.
4. Field-Specific Research Skills
4a. Students will be able to write and speak effectively from a
humanities perspective or from perspectives for different purposes
and different audiences.
4b. Students will be able to use professional humanities
(disciplinary) research tools.
The assessment measures used to assess student performance on
these outcomes:
Written essays and oral presentations
The standards/benchmarks your program has set for satisfactory
performance on the outcomes.
The results/ analysis, i.e. actual student performance on each
outcome.
Actions your program has taken to improve student learning based on
the aforementioned results/analysis.
See below in appendix V.
b. Other Learning and Service Activities:
There are none.
c. Plans for Program Improvement:
The program continues to offer at least one team-taught 400 level senior
seminar each semester. These duties are shared among the three
departments. Philosophy has developed two new courses at the 200 level
to try to further meet the needs of the general education requirement and
of our majors—PHL 202 and PHL 203. PHL 202 will be offered for first
time in Spring 2014, and PHL 203 was offered for the first time in Spring
2012. Each will be offered both fall and spring semesters.
All three departments continue to participate in satisfying the needs of the
Honors College (at least one seminar a year) and the humanities needs of
the Yeager Scholars Program.
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d. Graduate Satisfaction:
From our brochure: The experience I had as a philosophy major at
Marshall was fantastic, largely because of the unique opportunities the
department was able to provide. Since the department has a relatively
small number of majors, I received considerable attention and support
from the faculty, and I got to know many of my fellow philosophy majors.
Paul Turner, Class of 2008 (currently a graduate student in philosophy at
DePaul University, and teaching philosophy in their Chinese program in
China!)
My time with Marshall University’s department of philosophy was, in one
word, excellent. The higher level, interdisciplinary seminars are especially
rewarding. In these seminars a mix of excellent teaching, great material,
and interested students make for an enriching experience.
--Chris Fischer, Class of 2009
e. Attach the previous five years of evaluations of your assessment
reports provided by the Office of Assessment. These evaluation
letters are included in Appendices IX.
6. Previous Reviews: State the last program review action by the Marshall
University Board of Governors.
At its meeting on April 24, 2009, the Marshall University Board of Governors
recommended that the Bachelor of Arts in Humanities continue with identification
for resource development. The program requested one additional faculty
member for Religious Studies. However, the Board of Governors recommended
deferring any commitment to resource enhancement at this time due to budget
constraints. It approved Provost Ormiston’s recommendation to President Kopp,
which said,
“I recommend deferring any commitment to resource enhancement at this time.
The uncertainties of the current budget discussions at the state-level, the
uncertainties of the continuing impact of the nation’s economy on the state
budget situation, and, thus, the uncertainties of how the university’s budget will
be affected (directly or indirectly), call for a more deliberate and circumspect
process of academic program planning.
The academic deans and I have begun the process of identifying criteria for
establishing priorities of program development and enhancement. We are in the
early phases of that discussion. However, our discussions have focused on the
need to integrate the university’s program review process with the productivity
criteria and expectations used in developing the annual HEPC Compact Report.
A closer alignment of the criteria and standards in the program review process
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with the Compact Report should provide us with a clearer understanding for
developing the university’s academic priorities. Once criteria for priority planning
have been established, the seven (7) undergraduate and graduate programs
included on this list, as well as those programs from previous program review
cycles, will be reviewed in accord with those standards for resource development
and enhancement.”
7. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last full program review, submitted in academic year 2008 – 2009, the
Bachelor of Arts in Humanities identified the following weaknesses (and
remedies):
“The successful maintenance of the team-taught, interdisciplinary core courses
as well as the necessary courses in the three disciplines creates a difficult
tension in the academic life of all of our faculty members. This tension is a
definite weakness of the program. The crush of service courses tends to hamper
our ability to grow the concentrations with more majors and innovative specialty
courses. It is unavoidable as long as the two faculty members comprising
Religious Studies, and the three comprising each of Classics and Philosophy,
must teach the high number of requisite lower- and upper-level courses in each
discipline as well as plan and teach the core courses of the program. The best
resolution of this tension would be sufficient fulltime faculty positions both to
maintain the disciplines and teach the core courses. We have been able to take
one very important step towards remedying this problem, as Classics was given
a new full-time faculty line effective from Fall 2002, and now has three full-time
faculty. Another important step would be to secure a third full-time faculty line for
the department of religious studies. As the program‘s equipment (e.g.,
computers, audiovisuals) continues to increase, and faculty continue to write and
receive grants for expanded activities, our quarters in Harris Hall are no longer
adequate. Further, adjunct faculty has no office space in which to work, meet
students, or house computers and other equipment. The program continues to
explore ways to add badly needed space for both administrative and instructional
duties. We need another Teci classroom in either the CL or RST classrooms.
The issue of library holdings is hurting us, and we do not have funds to remedy
this problem. The University must restore the library acquisitions lines for each
department, which have been absent for the last several years.”
No improvements have been made relative to the requests made above. I
suppose we have learned to live with the above spoken about “tension” since
here we are five years later continuing on in accomplishing and carrying out our
educational mission and activities. These include not only our work on behalf of
our major, but also our contributions to the work of the relatively new Honors
College.
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However, due to recent budget cuts, the religious studies department now faces
the uncertainty of keeping its second position, with the recently announced
retirement of one senior faculty, let alone the failed request (five years ago) for
the above mentioned third full-time position.
As to the addition of “badly need space” the program is pleased to announce that
just last spring semester (2013), we secured an additional room for our
equipment, thus freeing up more room in the mailroom for our current part-time
instructors! And while we have not yet gotten another Teci classroom, we have
been given new whiteboards in HH 446, and new blackboards in HH 403.
However, we still don’t have enough room(s) for our part-time instructors, and we
continue to see this as a weakness!
As to Library Acquisition lines for each department, while they have not been
restored, book purchasing does continue at least in philosophy, on an individual
faculty member basis.
8. Current Strengths/Weaknesses: Identify the strengths and weaknesses of the
program. Describe program plans for removing the weaknesses.
As indicated above in #7, since no further action was taken on the
recommendation for a new position in Religious Studies, we therefore repeat
here for the record, that this was recommended, although denied due to previous
budget constraints. Plans for removing that weakness seem beyond our control,
but we note that the program has thrived with the current number of faculty from
the three departments. Ideally the degree program could use an additional
faculty in both Classics and Philosophy, as indicated in our Dean’s letter. But we
realize that under current budget constraints this will not happen. The faculty
remain dedicated to the educational mission of our degree program both for our
majors and for our general education offerings. And we see this as our great
strength, despite the reality of the budget constraints.
III.
Viability of the Program: Provide a narrative summary in each of the following
sections in addition to the appendices.
1. Articulation Agreements:
Not applicable
2. Off-Campus Classes:
Philosophy traditionally offers three off-campus classes—two up the river at Point
Pleasant (MOVC), and one over in Hurricane (TVRC) for the National Guard.
3. Online Courses:
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Philosophy traditionally offers two online courses each fall and spring semester,
and one in summer intersession. Classics and Religious Studies each also have
several online courses offered each fall and spring semester.
4. Service Courses:
All of our 200 and 300 level courses can serve for fulfilling general university
elective requirements—in the departments/colleges where there are such
requirements.
5. Program Course Enrollment:
Majors in humanities (with concentrations in classics, philosophy, religious
studies) chose from our 300 and 400 level courses several many of which are
offered every fall and spring semester. (See Appendix VI for additional
information about off-campus, online, service, and program course enrollments).
6. Program Enrollment:
The data for program enrollment (Appendix VII) show an average of 11 a year for
the philosophy concentration, 8 for the religious studies concentration, and 8 for
the classics concentration. The average for second majors is 13 a year. The
average for minors is 4 a year for classics, 8 for philosophy, and 11 for religious
studies. The total number of students enrolled in the program averages 63 a
year. And the graduates of the program average 8 a year.
7. Figure 1 shows a trend line for total enrollment in and graduates of the
Bachelor of Arts in Humanities Program.
See page 56
8. Enrollment Projections:
Based on the 32 year history of the Humanities degree program, enrollment
projections are on a level line of consistency which we expect to continue.
However the lowered expectation of the number of high school graduates in WV
could result in somewhat lower enrollments, as well as in the university as a
whole.
V.
Necessity of the Program: Provide a narrative summary for each of the
following items in addition to requested appendices.
1. Advisory Committee:
No advisory committee.
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2. Graduates:
Our numbers are incomplete for graduates’ salary ranges, and for numbers
accepted into graduate programs. However, the information we have is provided
in Appendix VIII.
3. Job Placement:
The Humanities degree program does not educate primarily for jobs, but for living
a fully developed human existence, including individuals’ communal
responsibilities as well as their individual career desires and goals. However, all
faculty in the program contribute to students’ future plans, by mentoring them for
possible careers in and outside academe, by writing letters of recommendation,
and by inspiring students to reflect carefully on their life projects.
VI.
RESOURCE DEVELOPMENT (If applicable)
The Humanities degree program continues with the same vision/mission
statements found at the beginning of this document. Resources needed are the
continuing line of one full-time tenure track faculty position for the department of
religious studies, due to an upcoming retirement at the end of the current fall
semester 2013. This will keep the number of full-time RST faculty at two, which
is essential to the department and degree program—especially as the request for
a third position here, five years ago, was not approved at that time (see section
6/pp. 9 - 10 above).
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Appendix I
Required/Elective Course Work in the Program
Degree Program: Bachelor of Arts in Humanities_ Person responsible for the report: John Vielkind______
Courses Required in Major (By
Course Number and Title)
Total
Required
Hours
CL 230 Ancient Greek and Roman Epic,
CL 231 Women in Greek and Roman
Literature, CL 232 Ancient Greek and
Roman Drama, CL 233 Greek and
Roman Historians, CL 234 Greek and
Roman Poetry, CL 235 The Ancient
Novel;
PHL 200 Intro Phil: Ancient Period, PHL
201 Intro Phil: Modern Period, PHL 203
Philosophy & Human Existence, PHL
301 Plato’s Republic, PHL 303 Ethics,
PHL 306 Philosophy of Art, PHL 315
American Philosophy, PHL 320
Comparative Philosophy, PHL 321
Current Philosophical Trends, PHL 330
Philosophy of Sex, PHL 340 Philosophy
of Sexual Orientation & Gender, PHL 353
Philosophy of Science, PHL 363
Philosophy of Feminism;
RST 205 Introduction to the Religious
Traditions of the West, RST 206
Introduction to the Religious Traditions of
Asia, RST The Nature of Religion.
CL/PHL/RST 390 – 394 Junior Seminar
in Humanities;
CL/PHL/RST 490 – 494 Senior Seminar
in Humanities
03
03
03
03
03
03
Elective Credit
Required by the
Major (By Course
Number and Title)
Elective
Hours
Related Fields
Courses
Required
Total
Related
Hours
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Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: ______Dr. Eric “Del” Chrol
Rank: ______Associate
Status (Check one): Full-time___X__ Adjunct _____
Highest Degree Earned: _____PhD
Current MU Faculty: Yes _X__
No ___
Date Degree Received: ______2006
Conferring Institution: _____University of Southern California
Area of Degree Specialization: _____Classical Philology
Professional Registration/Licensure: _____n/a__________________________________________
Field of Registration /Licensure: _____n/a______________________________________________
Agency: _____n/a_________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
___7
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Spring 2013
Alpha Des. & No.
Title
Enrollment
Sabbatical
Fall 2012
Lat 640
Advanced Latin Prose Composition
2
Fall 2012
CL 231
Women in Greek and Roman Lit
75
Fall 2012
CL 471
Ancient Sexuality
24
Fall 2012
Lat 101
First Year Latin
24
Fall 2102
Lat 101
First Year Latin
27
Summer 2012
CL 231
Women in Greek and Roman Lit
27
Spring 2012
CL 231
Women in Greek and Roman Lit
100
Spring 2012
CL 436
Roman Civilization
31
Spring 2012
Lat 204
Intermediate Latin
13
Spring 2012
Lat 250
Conversational Latin
9
Spring 2012
Latin 480
SpTp Readings in Apuleuis
8
Spring 2012
Latin 580
SpTp Readings in Apuleuis
3
Spring 2012
Latin 499
Latin Capstone
1
Fall 2011
CL 210
Love/War Ancient World
23
Fall 2011
CL 231
Women in Greek and Roman Lit
79
Fall 2011
CL 319
Classical Mythology
23
Fall 2011
Lat 203
Intermediate Latin
13
Fall 2011
Lat 480
SpTp: Survey of Latin Lit
2
Fall 2011
Lat 625
Hist & Dev of Latin Languate
3
For each of the following sections, list only events during the period of this review and begin with the most recent activities.
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1)
Scholarship/Research
1a) Publications
Chrol, E.Del. Forthcoming. Metaphors Be With You: Apollonius, Vergil, Lucas and Recursive Mythmaking. Actes du
colloque Antiquité et SFF.
Chrol, E.Del. Forthcoming. Review of Classics and Comics, Classical Bulletin.
Chrol, E.Del. 2012. “Pandora in the Secondary and Post-Secondary Classroom”, Classical Journal: Forum (107.4,
April/May)
Chrol, E. Del. 2011. “The 2008 Election and the Attic vs. Asiatic Rhetorical debate in America”, Consortium Journal,
Umbrellagraph Press. 215-226.
1b) Presentations
Conference Papers
“Metaphors Be With You: Apollonius, Vergil, Lucas and Recursive Mythmaking”, L'antiquité aux sources de
l'imaginaire : Fantasy, fantastique & Science-Fiction, Paris, France, June 2012
“How is a Bad Orator Like a Good Actor? Impacts of the Julio-Claudians on Performance,” Vergilian Society
Conference at Cumae, Italy, July 2010
Pedagogical Presentations
“Teaching Empathy Through Disruption”, iPED Pedagogy Conference, Marshall University, Huntington, WV, August
2013
“The Third Draft of Hellebore”, Feminism and Classics VI, Brock University, St. Catharines, Canada, May 2012
“[Un-]Naturalizing the [Un-]Natural,” American Philological Association, San Antonio, January 2011.
“Bridging the Gap Between Secondary and University Language Programs,” West Virginia Foreign Language
Teachers’ Association Conference, Elkins, October 2009
New Faculty Orientation, Marshall University, 2007, 2008, 2009
Consulting work
Voice for the “I Am Reading Latin” series of children’s books (Rena Rhinoceros, Octavius Octopus, Taurus Rex,
Ursus et Porcus), Bolchazy-Carducci Publishers, 2010
Audio supplement for Tunberg and Minkova. 2008. Latin for the New Millennium, Bolchazy-Carducci Publishers,
2010 (with Anna Andresian)
Featured interview in Webster, Terry. 2010. How to Be Successful in Your First Year of Teaching College: Everything
You Need to Know That They Don't Teach You in School. Atlantic Publishing Group.
Performance of Ancient Drama
“Admetus” in production of “Alcestis”, American Philological Association, 2013; Feminism and Classics VI, 2012
2)
Service
Chair, Classics 2012-present
Chair, Sexuality Studies 2011-present
Member, CoFA Dean’s Review 2012
Adviser, MA Thesis of Tiffany Hughes 2013
Adviser, M.A. Thesis of Joshua Wimmer 2012
Reader M.A. Thesis of John Byron Young 2010
Reader M.A. Thesis of Virginia Cook 2010
Member, Pickens-Queen Selection Committee 2008
Member, Da Vinci Roundtable, Marshall University, 2008
Adviser and coach, Historical Fencing 2008-present
Chair, Curriculum Committee 2008-2011
Adviser Eta Sigma Phi (Classics Honorary) & Classical Association 2008-present
Pittenger review review committee member 2011
Committtee member Stand for Women conference 2012
Judge, John Marshall Speech Torunament 2009, 2012
Keynote speaker Marshall FoundationDonor celebration 2012
Speaker, Banned Book night 2012
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Radio Advertisements for Marshall 2011, 2012, 2013
Luncheon Speaker, CoLA Undergrad Research and Creativity Conference 2012
Member, Honors Curriculum Revision Working Group 2010
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you chaired or participated.
List any offices you hold in professional organizations.
Presider, “Apuleius and Petronius”, The Classical Association of the Middle-West and South 2009
WV Department of Education Textbook Adoption Committee (World Languages) 2008
Executive Committee, Society for the Oral Recitation of Greek and Latin Literature, 2012-Present
Executive Committee, West Virginia Foreign Language Teachers’ Association 2007-present
Vice President for West Virginia, Classical Association for the Mid-West and South, 2006-Present
Attended the West Virginia Foreign Language Teachers’ Association conference every year
Attended the American Philological Association conference every year
Attended the Classical Association of the Middle West and South conference every year
Attended iPED every year
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Invited Lectures
“Greco-Roman Erotics through a Medical Lens: Love as Visual Pathogen in Roman Erotic Poetry”, Durham
University U.K., May 2012
“Why Penicillin Can’t Cure Love: Ancient Medicine and Erotics”, University of North Carolina: Greensboro,
September 2011
“Zombie Rhetorician Slugfest: How the Semiotics of Arugula May Settle the East vs. West Conflict for the Heart, Soul, and
Tasty Brains of Rhetoric,” Yeager Symposium, Marshall University November 2008
Also:
Featured Alumnus USC 2012
Latin Consultant for Tempus Necat (film)
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Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: Caroline A. Perkins Rank: Professor
Status (Check one): Full-time X Adjunct _____
Current MU Faculty: Yes X
No ___
Highest Degree Earned: PhD Date Degree Received: March, 1984
Conferring Institution: The Ohio State University
Area of Degree Specialization: Classical Philology
Professional Registration/Licensure: DNA
Field of Registration /Licensure: DNA
Agency: DNA
Number of years at Marshall (can be in either teaching or administration)
26
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall, 2011*
Alpha Des. & No.
CL 236
Title
Murder in the Ancient World
Enrollment
24** ***
Fall, 2011
Classical Mythology (three sections)
75 ***
Fall, 2011
CL 319 (paid overload,
WEB)
CL 475
Roman Law
24 ***
Fall, 2011
LAT 311
Readings in Ovid
9
Fall, 2011
LAT 581 (unpaid
overload)
LAT 681 (unpaid
overload)
SpTp: Readings in Ovid
3
Thesis
1
CL 233
Greek and Roman Historians
24b ***
Greek Mythology (four sections)
100 ***
Fall, 2012
CL 319 (paid overload,
WEB)
CL 435
Greek Civilization
24 ***
Fall, 2012
HON 480 (team-taught)
Heaven, Hell and Purgatory in Literature and Culture
17
Fall, 2012
Thesis
1
Murder in the Ancient World (two sections)
48 ***
Classical Mythology (two sections)
48 ***
Senior Seminar in the Humanities
5
Spring, 2013
LAT 681 (unpaid
overload)
CL 236 (paid overload,
WEB)
CL 319 (paid overload,
WEB)
CL 492 (unpaid
overload, team taught)
LAT 102
First Year Latin
20
Spring, 2013
LAT 410
Tacitus
5
Spring, 2013
LAT 499 (unpaid
overload)
LAT 510 (unpaid
overload)
LAT 681 (unpaid
overload)
Latin Capstone Experience
1
Tacitus
3
Thesis
1
Fall, 2011
Spring, 2012
Sabbatical Leave
Fall, 2012
Fall, 2012
Spring, 2013
Spring, 2013
Spring, 2013
Spring, 2013
Spring, 2013
19
*Please note: As chair of Modern Languages, I technically have a two-course release.
**Please note: Enrollments = enrollments at census, not enrollments at the end of the semester.
*** Please note: These are WI courses in which each student counts 1.5 times.
For each of the following sections, list only events during the period of this review and begin with the most recent activities.
1) Scholarship/Research
Book: Ovid, Amores: A Commentary, University of Oklahoma Press, Norman, OK., 2011
Article: The Figure of elegy in Ovid, Amores, 3.11: Elegy as Puella, Elegy as Poeta, Puella as Poeta, Classical world, 104 (2011)
313-331.
2) Service: Chair of the Department of Classics (fall, 2011; Chair of the department of Modern Languages (fall, 2011present); Member of the University Assessment Committee (fall, 2011-present); Faculty advisor for student group
Unraveled (fall, 2011-present); Member of the Freshman Pathways committee (Fall, 2012); Commencement Usher;
Hearing Officer for Grade Appeals; reviewer of P & T folders for the Department of Communication Studies (Spring,
2013).
3)
Professional development activities, including professional organizations to which you belong and state, regional, national,
and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in
professional organizations. Member, American Philological Association and Classical Association of the Middlewest and South;
attended the Annual Meeting of the APA in Philadelphia, January 5-8, 2012
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
20
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: _____Jeremy Barris___________Rank: __Professor___________________________
Status (Check one): Full-time_X____ Adjunct _____
Current MU Faculty: Yes ___
No ___
Highest Degree Earned: ______PhD______ Date Degree Received: ___1990__________
Conferring Institution: SUNY-Stony Brook_____________________________________________
Area of Degree Specialization: __Philosophy_____________________________________________
Professional Registration/Licensure: ____________________________________________________
Field of Registration /Licensure: ________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
_23_______
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Alpha Des. & No.
PHL 201 101
Intro Phil Modern Period
Title
33
Enrollment
Fall 2011
PHL 201 102
Intro Phil Modern Period
27
Fall 2011
PHL 201 103
Intro Phil Modern Period
29
Fall 2011
PHL 315
American Philosophy
9
Fall 2011
PHL 420
Metaphysics
10
Spring 2012
PHL 200 202
Intro Phil Ancient Period
35
Spring 2012
PHL 303 201
Ethics
35
Spring 2012
PHL 340
Sexual Orientation and Gender
26
Spring 2012
Hon 293
Yeager Seminar IV
Fall 2012
PHL 200 101
Intro Phil Ancient Period
6 (team-taught,
100% taught)
33
Fall 2012
PHL 200H
Intro Phil Ancient-Honors
13
Fall 2012
PHL 201 104
Intro Phil Modern Period
56
Fall 2012
PHL 470
Philosophy of Logic
6
Fall 2012
PHL/RST 491
Senior Seminar in Humanities
Spring 2013
PHL 200 201
Intro Phil Ancient Period
11 (team-taught,
100% taught)
24
Spring 2013
PHL 200H
Intro Phil Ancient-Honors
11
Spring 2013
PHL 201 204
Intro Phil Modern Period
30
Spring 2013
PHL 303 201
Ethics
18
Spring 2013
HON 293
Yeager Seminar IV
6 (team-taught,
100% taught)
21
For each of the following sections, list only events during the period of this review and begin with the most recent activities.
1)
Scholarship/Research
Accepted
Journal Articles
Barris, J. L. (2012). The Convergent Conception of Being in Mainstream Analytic and Postmodern Continental Philosophy.
Metaphilosophy, 43.
Invited article in encyclopedia
Barris, J. L. (2012). The Logical Character of Dreams and Their Relation to Reality. Encyclopedia of Sleep and Dreams,
Greenwood Publishers.
Books
Barris, J. L. (Forthcoming) Sometimes Always True: Undogmatic Pluralism in Politics, Metaphysics, and Epistemology.
Fordham University Press.
Submitted
Barris, J. L. Metaphysics, Pluralism, and Paradoxes of Informal Logic. Journal of Philosophy.
Research Currently in Progress
Deep Perception (On-Going).
Book manuscript co-authored with J. C. Ruff.
"Existential rhetoric" (On-Going)
An article on the importance and nature of rhetoric that addresses the being of its addressees.
“Dream Structure and Interpretation” (On-Going).
An article on some structural characteristics of dreams and their implications for dream interpretation.
"Style as access to and enactment of truth" (On-Going).
Reading towards a long term project on the relation between style of expression and truth, so far working principally on
the literature on historical explanation as narrative and on various kinds of literature in aesthetics relevant to narrative.
2)
Service
Department Service
Humanities Point Person for HLC Quality Initiative (2012).
Attended the relevant workshops, prepared the initial drafts of all the relevant activities for the Humanities Program,
and placed the final versions online.
Website Overseer.
Attended workshop on Wordpress, and transferred website to WordPress platform (Fall 2011)
Regular contributions to Humanities Program tasks.
Regular contributions to ongoing department tasks.
Team-teaching.
Co-taught one core interdisciplinary course, PHL/RST 491, Spring 2012.
College Service
Faculty Concerns Committee (2011-12).
University Service
Workshop on Appiah's Honor Code (Fall 2011).
22
Co-taught Yeager Seminar IV twice (Spring 2012, Spring 2013).
3)
Professional development activities, including professional organizations to which you belong and state, regional, national,
and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in
professional organizations.
Faculty Development Activities
Workshop, "Critical Reasoning," Marshall. (November 2011).
Workshop, "Introduction to Blackboard," Marshall. (October 2011).
Professional Memberships
Society for Phenomenology and Existential Philosophy
West Virginia Philosophical Society
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
23
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: Jeffrey L. Powell__________________________ Rank: Professor__________________
Status (Check one): Full-time__x__ Adjunct _____
Current MU Faculty: Yes _x_
No ___
Highest Degree Earned: _Ph.D.__________________ Date Degree Received: May 1994____
Conferring Institution: __DePaul University__________________________________________
Area of Degree Specialization: _Philosophy___________________________________________
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
_17_____
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
2013/Spring
PHL 483
Special Topics: Aesthetics
13
2013/Spring
PHL 302
Applied Ethics
33
2013/Spring
PHL 201
Intro. To Phil.: Modern Period
28
2013/Spring
PHL 201
Intro. To Phil.: Modern Period
25
2013/Spring
PHL 201
Intro. To Phil.: Modern Period
26
2012/Fall
PHL 487
Independent Study
1
2012/Fall
PHL 482
Special Topics: Plato in Love (team-taught, 50%)
2
2012/Fall
HON 480
Special Topics: Plato in Love
15
2012/Fall
PHL 302
Applied Ethics
33
2012/Fall
PHL 201
Intro. To Phil.: Modern Period
29
2012/Fall
PHL 201
Intro. To Phil.: Modern Period
30
2012/Summer
PHL 302
Applied Ethics
9
2012/Spring
HON 480
8
2012/Spring
PHL 485
Special Topics: Latin American Phil (team-taught,
50%)
Independent Study
2012/Spring
PHL 480
Special Topics: Latin American Phil.
4
2012/Spring
PHL 302
Applied Ethics
28
2012/Spring
PHL 201
Intro. To Phil.: Modern Period
15
2012/Spring
PHL 201
Intro. To Phil.: Modern Period
25
2012/Spring
PHL 201
Intro. To Phil.: Modern Period
22
2011/Fall
PHL 490
Senior Seminar (team-taught, 50
8
2011/Fall
PHL 302
Applied Ethics
39
2011/Fall
PHL 200H
Intro Phil: Ancient Period – Honors
10
2011/Fall
PHL 200
Intro Phil: Ancient Period
28
1
24
2011/Summer
PHL 302
Applied Ethics
20
2011/Spring
PHL 485
Independent Study
1
2011/Spring
PHL 330
Phil. of Sex
23
2011/Spring
PHL 302
Applied Ethics
47
2011/Spring
PHL 201
Intro. To Phil.: Modern Period
23
2011/Spring
PHL 201
Intro. To Phil.: Modern Period
24
For each of the following sections, list only events during the period of this review and begin with the most recent activities.
1)
Scholarship/Research
“Heidegger and Ereignis,” forthcoming in Continental Philosophy Review
“From Aesthetic Politics to Political Aesthetics: From Kant to Schiller” Keynote Talk at WV Philosophical Society, April 2013
Heidegger and Language, published with Indiana U. Press, March 2013
Introduction to Heidegger and Language, published with Indiana U. Press, March 2013
“Heidegger’s Way to the Way to Language,” in Heidegger and Language, published with Indiana U. Press, March 2013
“Language, Writing, and Truth,” Research in Phenomenology, March 2013
Review of Groundless Grounds: A Study of Wittgenstein and Heidegger by Lee Braver, Review of Metaphysics, January 2013
“Samuel Beckett and the Originary Nothing of Literature,” presented at the College English Association of Ohio annual conference,
Ohio Northern University, March 2012
Review of The Movement of Nihilism, in Notre Dame Philosophical Reviews, January 2012
“Being Just with Freud…After Derrida,” in Mosaic: A Journal for the Interdisciplinary Study Of Literature, September 2011
Commentary to Hakhamanesh Zangeneh’s “Augenblick is not Kairos,” North American Heidegger Conference, Marquette
University, July 2011
2)
Service:
Served on the COLA Research Committee the entire reporting period
Served as a member of the organizing committee for the COLA Undergraduate Research and Creativity Conference, 2013 and
2012
3)
Professional development activities, including professional organizations to which you belong and state, regional, national,
and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in
professional organizations.
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Keynote talk at the WV Philosophical Society Meeting, April 2013 (see above)
25
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: John Vielkind
Rank: Professor
Status (Check one): Full-time_X_
Adjunct _____
Current MU Faculty: Yes _X No ___
Highest Degree Earned: Ph.D.
Date Degree Received: May 1974
Conferring Institution: Duquesne University
Area of Degree Specialization: Philosophy
Professional Registration/Licensure: N/A
Field of Registration /Licensure: N/A
Agency: N/A
Number of years at Marshall (can be in either teaching or administration): 32 years
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
Enrollment
2013/spring
PHL 203
Philosophy & Human Existence
10
2013/spring
PHL 301
Plato’s Republic
11
2013/spring
PHL 492
Senior Seminar
7
2012/fall
PHL 203
Philosophy & Human Existence
11
2012/fall
PHL 301
Plato’s Republic
9
2012/fall
PHL 321
Current Philosophical Trends
3
2012/spring
PHL 200
Introduction to Philosophy: Ancient
26
2012/spring
PHL 301
Plato’s Republic
15
2012/spring
PHL 400/500
Ancient Philosophy
7/1
2011/fall
PHL 281
Special Topics: Phil/Human Existence
5
2011/fall
PHL 301
Plato’s Republic
8
2011/fall
PHL 401/501
Modern Philosophy
3 (1 in 500 level
course)
For each of the following sections, list only events during the period of this review and begin with the most recent activities.
1)
Scholarship/Research:
Review of Introduction to Metaphysics by Jean Grondin in Teaching Philosophy, 36:1 March 2013, pp. 100 – 103.
Plato’s Laws: A Reconsideration (unfinished & unpulished)
2)
Service:
Committee Membership/Service
COLA Rep to the Honors College Curriculum & Policies Committee, 2012 - 2014
COLA Tenure & Promotion Committee, 2009 – 2012
Chair, P & T Committees for Del Chrol and Christina Franzen (CL) November 2011 – January 2012; & Christina Franzen
again in November 2012 – January 2013
Advising Time Line Task Force Committee, fall 2011
University Ad Hoc Workshop Committee on Reorganization, 2009 – 2010
26
3)
Professional development activities
Vita/Conferences Attended
2009
Society for Phenomenology & Existential Philosophy, George Mason University, October 29 – 31
Workshop on Plato’s Laws, Philosophy Dept/University of Kentucky, March 29 - 31
2008
Society for Phenomenology & Existential Philosophy, Duquesne University, October 16 – 18
Ancient Philosophy Society, Duquesne University, October 16
West Virginia Philosophical Society (presenter), Wheeling Jesuit University, March 28 – 29 [also secretary-treasurer]
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Informal Seminars/Community Service
Spinoza, The Ethics & Other Works/The Spinoza Reader (fall 2008)
Emerson, Nature & Selected Essays (spring 2009)
Homer, The Odyssey (fall 2009)
Plato, Euthyphro, Apology of Socrates, Crito, Meno, Protagoras & Aristophanes, Clouds (spring 2010)
Aesthetics & Philosophy of Art (fall 2010 & spring 2011)
Kant’s Critical Philosophy (fall 2011)
Schopenhauer’s Essential Writings (spring 2012)
Heidegger’s Basic Writings (fall 2012)
Descartes “Father of Modern Philosophy” Discourse and Meditations (spring 2013)
Geza Vermes Christian Beginning: From Nazareth to Nicea (fall 2013)
27
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: JEFFREY C. RUFF
Rank: ASSOCIATE PROFESSOR
Status (Check one): Full-time X Adjunct _____ Current MU Faculty: Yes _X_
No ___
Highest Degree Earned: __PhD_________________ Date Degree Received: __2002___________
Conferring Institution: UNIVERESITY OF CALIFORNIA, SANTA BARBARA
Area of Degree Specialization: RELIGIOUS STUDIES: SOUTH & EAST ASIA
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
___11____
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
SU 2013
Alpha Des. & No.
RST 206
Title
Religious Traditions of Asia
26
SP 2013
RST 360
Hindu Mysticism
15
SP 2013
RST 360
Hindu Mysticism
15
SP 2013
RST 480
SpTp: Shamans & Shamanism
20
SP 2013
HON 293
Yeager Seminar IV (Team taught 100%)
6
FA 2012
RST 361
Buddhism
24
FA 2012
RST 361
Buddhism
25
FA 2012
RST 361
Buddhism
28
FA 2012
RST 491
3 (9 total)
SU 2012
RST 206
Senior Seminar in Humanities: Alchemy (Team
taught 100%)
Religious Traditions of Asia
SU 2012
RST 206
Religious Traditions of Asia
10
SP 2012
RST 360
Hindu Mysticism
24
SP 2012
RST 360
Hindu Mysticism
25
SP 2012
HON 293
Yeager Seminar IV (Team taught 100%)
6
FA 2011
RST 361
Buddhism
26
FA 2011
RST 361
Buddhism
27
FA 2011
RST 280
SpTp: Jesus & the Buddha
24
FA 2011
RST 280
SpTp: Jesus & the Buddha
24
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
Enrollment
9
28
For each of the following sections, list only events during the period of this review and begin with the most recent activities.
1)
Scholarship/Research
(2012) Workshop: “Doing it for themselves: Religious Studies, learning, student, self & world. iPED: Inquiring Pedagogies 2012,
August. (w/ Clayton McNearney)
(2012) “Tantra in its historical and social context & its reception in the West: Or, Everything you always wanted to know about tantric
sex (but were afraid to ask). A lecture, discussion & reception. Sexuality Studies. Marshall University, February 15, 2012.
(2011) “Response to Commonalities & Divergences among the Dharma traditions,” Panel One, Uberoi Experts Meeting 2011,
Loyola Marymount University, October 1, 2011.
(2011) “Cross-training with Socrates and Basho: team-teaching & active student methods in the study of Humanities,” IPED:
Inquiring Pedagogies “From Theory to Practice” Conference, Marshall University, August 16.
(2011) “Teaching Dharma traditions in American Universities: teaching the dharma in Appalachia,” at the Dharma Symposium, cosponsored by Department of Religious Studies, San Diego State University & the Uberoi foundation. August.
(2011) “Yoga in the Yoga Upaniṣads: Disciplines of the Mystical OṂ Sound,” in Yoga in Practice (Princeton University Press). Ed.
David Gordon White.
(2011) “Thoughts on Wisdom and Its Relation to Critical Thinking, Multiculturalism, and Global Awareness,” (co-authored with
Jeremy Barris), in Analytic Teaching and Philosophical Praxis, 31, 5-20.
Reprint (2010) “The Sound of One House Clapping: Gregory House as Zen Rhetorician,” in Introducing Philosophy Through Pop
Culture: From Socrates to South Park, Hume to House, 299-307. Ed. William Irwin & David Kyle Johnson.
(2008) “So, a Vetāla and Piśācī Ran into Abhinavagupta on the Street One Day: The scholarship of David White and Teaching
Hindu Polytheism, Tantra, and Yoga,” American Academy of Religions (Tantric Studies Group), National, Chicago,
November 1.
(2008) “The Sound of One House Clapping: Gregory House as Zen Rhetorician,” House and Philosophy: Everybody Lies, (coauthored with Jeremy Barris), (Blackwell Philosophy and Pop Culture Series,), 84-97. Ed. William Irwin & David Kyle
Johnson.
Field work
(2011) Field work: 5 days; Participant Observation. “Kalachakra for World Peace” Buddhist rituals and teaching. July, Washington,
DC.
(2008) Field work: India, 6 weeks, July-August 2008. Pilgrimage festivals, temple visits in Rishikesh, Haridwar, Salem, Madurai.
Worship cite visits additionally in Delhi, New Delhi, Bangalore, Musoorie. Hindu Buddhist fusion culture, Hindu pilgrimage;
“worship” rituals – Hindu, Buddhist, Muslim, Bahai, Sikh, Christian.
2)
Service
Committees:
•
COLA P & T committee 2011-2013,
•
COLA Concerns committee
Teaching oriented service
•
Yeager scholars Spring 2012 student trip—Academics, Guide, Chaperone, mentor, driver, cook, etc.
•
Yeager scholars Spring 2011 student trip—Academics, Guide, Chaperone, mentor, driver, cook, etc.
•
Team teaching, humanities program
•
team teaching, Yeager program
•
Multiple independent studies (1 on 1 work with students, out of load): Asceticism; Shamans; Chinese Medicine; Daoism;
Yoga; Zen Buddhism, music & mysticism, et al.
•
Religious Studies film club
•
Dorm discussion groups: meditation practices & yoga, comparative religions, religion in America, religion in arts, religion
and music
Department
•
RST Department Chair (2013-present)
•
Department lead, HLC Quality Initiative (Humanities program) (2012)
•
Regular contributions to Humanities Program tasks.
•
Regular contributions to ongoing department tasks.
•
RST Library liaison 2002-present,
3)
Professional development activities, including professional organizations to which you belong and state, regional, national,
and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in
professional organizations.
2008-2013;
Annual: national & international meetings. Specific participation above under scholarship
•
American Academy of Religions,
•
Society for Tantric Studies,
•
North American Association for the Study of Religions,
•
Uberoi Experts meeting,
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
29
Invited talks in area of expertise:
(2012) “Tantra in its historical and social context & its reception in the West: Or, Everything you always wanted to know about tantric
sex (but were afraid to ask).” Sexuality Studies Presents: A lecture, discussion & reception. Marshall University, 15
February 2012.
(2011) “Teaching Dharma traditions in American Universities: teaching the dharma in Appalachia,” at the Dharma Symposium, cosponsored by Department of Religious Studies, San Diego State University & the Uberoi foundation. August.
(2010) “Hinduism in the twenty-first century.” Student Ecumenical Association, Marshall University Campus Christian Center.
(2009) “Buddhist practice and meditation.” Student Ecumenical Association, Marshall University Campus Christian Center.
(2007) “Buddhist mindfulness and America.” Unitarian Church, Huntington, WV.
30
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: Charles Lloyd
Rank: Professor Emeritus
Status (Check one): Full-time_____ Adjunct X
Current MU Faculty: Yes ___
No X
Highest Degree Earned: Ph. D Date Degree Received: 1972
Conferring Institution: Indiana University
Area of Degree Specialization: Classics
Professional Registration/Licensure: DNA
Field of Registration /Licensure: DNA
Agency: DNA
Number of years at Marshall (can be in either teaching or administration):
35 yrs. Full-time; 6 yrs. adjunct
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Alpha Des. & No.
Title
2012-13 Spr
CL 200
Building English Vocabulary through Latin and Greek
2012-13 Spr
CL 230
Ancient Greek and Roman Epic
2012-13 Fall
CL 200
Building English Vocabulary through Latin and Greek
2012-13 Fall
HON 480
Plato in Love: team-taught with Prof. Jeff Powell, 50%
responsibility
2011-12 Spr
CL 200
Building English Vocabulary through Latin and Greek
2011-12 Spr
CL 280
Ancient Sparta
2011-12 Fall
CL 200
Building English Vocabulary through Latin and Greek
2011-12 Fall
GRK 480
Homer: Selections
2011-12 Fall
GRK 580
Homer: Selections
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
Enrollment
31
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: __Gordon Simmons______________________________ Rank: ________________________
Status (Check one): Full-time_____ Adjunct __X___
Current MU Faculty: Yes __X_
No ___
Highest Degree Earned: ____MA______________________ Date Degree Received: ___1983______
Conferring Institution: __Marshall University Graduate College_________________________________
Area of Degree Specialization: _Humanities/Philosophy_______________________________________
Professional Registration/Licensure: _____________________________________________________
Field of Registration /Licensure: _________________________________________________________
Agency: ____________________________________________________________________________
Number of years at Marshall (can be in either teaching or administration)
_14________
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Spring 2011
Alpha Des. & No.
Phl 303 202
Ethics
Title
Fall 2011
Phl 200 103
Introduction to Philosophy Ancient Period
Fall 2011
Phl 320 101
Comparative Philosophy
Fall 2012
Phl 304 102
Logic and Interpretation
3) President, West Virginia Labor History Association. Attended 2013 Julian Jaynes Society Conference.
Enrollment
24
32
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: _______Jonathan Wayne Ferguson________________ Rank: _________________________
Status (Check one): Full-time_____ Adjunct _X_ (part-time)
Current MU Faculty: Yes _X__
No ___
Highest Degree Earned: ____Masters_______________ Date Degree Received: ___Spring 1995_____
Conferring Institution: ____________Marquette University_________________
Area of Degree Specialization: ___________________Philosophy_______________________________
Professional Registration/Licensure: ____________________________n/a_______________________
Field of Registration /Licensure: _____________________________n/a__________________________
Agency: ____________________________n/a______________________________________________
Number of years at Marshall (can be in either teaching or administration)
_____5___
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Fall 2011
Alpha Des. & No.
PHL 200
Intro Ancient
Title
26
Enrollment
Spring 2012
PHL 200
Intro Ancient
20
Fall 2012
PHL 200
Intro Ancient
16
Spring 2013
PHL 200
Intro Ancient
22
33
Appendix II
Faculty Data Sheet
(Information for the period of this review)
Name: Sara Shafer
Rank: (part-time)
Status (Check one): Full-time__
Adjunct _X____
Highest Degree Earned: Ph.D.
Current MU Faculty: Yes _X No ___
Date Degree Received: August 2013
Conferring Institution: University of Louisville
Area of Degree Specialization: Humanities (German Intellectual History from Martin Luther to WWI)
Professional Registration/Licensure: N/A
Field of Registration /Licensure: N/A
Agency: N/A
Number of years at Marshall (can be in either teaching or administration):
List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them
and what percentage of the course you taught. For each course include the year and semester taught (summer through spring),
course number, course title and enrollment. (Expand the table as necessary)
Year/Semester
Spring 2013
Fall 2012
Spring 2012
Fall 2011
Alpha Des. & No.
PHL 304
PHL 201
PHL 201
PHL 201
Title
Logic and Interpretation
Intro Phil: Modern Period
Intro Phil: Modern Period
Intro Phil: Modern Period
Enrollment
18
25
25
25
34
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Course
No.
(e.g. 101)
Course Name
Year 1
2008- 2009
Year 2
2009- 2010
Year 3
2010- 2011
Year 4
2011-2012
Year 5
2012-2013
Su
Su
Su
Su
Su
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
n/a
Complete graduate teaching assistant’s name; course number and course name taught; indicate enrollment in the semesters taught.
35
Appendix III
Students’ Entrance Abilities for Past Five Years of Graduates: Bachelor of Arts in
Humanities
Year
N
Mean High
School GPA
Mean ACT
Mean SAT Verbal
Mean SAT
Quantitative
Mean SAT
Writing
2008 – 09
6
3.18
22.64 (n = 5)
530 (n = 2)
430 (n = 2)
Not available
2009 – 10
10
3.54 (n = 9)
26.0 (n = 8)
586.67 (n = 3)
493.33 (n = 3)
Not available
2010 – 11
12
3.51
25.11 (n = 11)
605.98 (n = 5)
557.98 (n = 5)
Not available
2011 – 12
8
3.51
27.2 (n = 5)
630 (n = 5)
570 (n = 5)
Not available
2012 - 13
4
3.58
23.67 (n = 3)
710 (n = 1)
670 (n = 1)
640 (n = 1)
36
Appendix IV
Exit Abilities for Past Five Years of Graduates: Bachelor of Arts in Humanities
Year
N
Mean GPA
Licensure Exam
Results
Certification Test
Results
Other Standardized
Exam Results
2008 – 09
6
3.43
N/A
N/A
N/A
2009 – 10
10
3.16
N/A
N/A
N/A
2010 – 11
12
3.42
N/A
N/A
N/A
2011 – 12
8
3.31
N/A
N/A
N/A
2012 - 13
4
3.54
N/A
N/A
N/A
37
Appendix V
Assessment Summary
Marshall University
Assessment of the Program’s Student Learning Outcomes
5 year summary
Component Area/Program/Discipline: Humanities Degree Program
(This table shows the learning outcomes used before the University’s Open Pathways Project).
Program’s Student
Learning Outcomes
Assessment Measures
(Tools)
Standards/Benchmarks
Results/Analysis
Actions Taken to
Improve the Program
Objective 1: The ability to
interpret thinking with
attention to important literary
texts.
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
projects.
Written grading criteria for
oral and written projects
which represent abilities/skills.
Humanities faculty resolved to
make the development of
literary elements a stated
objective in all courses that
are outside the
interdisciplinary, team-taught
courses and feed into them
and to focus special attention
on meeting this objective in
these courses.
Objective 2: The ability to
create oral and written
discourse, with attention to
topic, development,
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
Written grading criteria for
oral and written projects
which represent abilities/skills.
In the 492 course (6
students), about 50%
performed in the excellent,
50% in the competent, and 1
student in the deficient range.
In order to evaluate what
students knew about literary
texts (that is, what knowledge
that they brought with them
from other classes), faculty in
this course experimented with
the assessment process by
providing instruction on only
essay content and not on
form and process. In the 493
course (13 students), on 1,
about 50% performed in the
excellent, 40% in the
competent, and 10% in the
deficient range. In the 390
course 3 were excellent, 7
were competent, and none
deficient. In the 494 course
(10 students) in oral
presentations, about 80%
performed in the excellent,
20% in the competent, and
none in the deficient range.
In the 494 course (10
students) about 30%
performed in the excellent,
40% in the competent, and
Humanities faculty resolved to
make the development of
critical thinking elements a
stated objective in all courses
38
argument, counterargument,
validity, and critical
perspective.
projects.
Objective 4: The skills of
exploring and fairly comparing
evidence and reasoning for
conflicting viewpoints.
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
projects.
Written grading criteria for
oral and written projects
which represent abilities/skills.
Objective 5: The ability to reexamine a critical position
from multiple and sometimes
competing perspectives.
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
projects.
Written grading criteria for
oral and written projects
which represent abilities/skills.
30% in the deficient range. In
the 491 course (9 students),
40% performed in the
excellent, 40% in the
competent, and 20% in the
deficient range. In the 490
course (20 students) about
50% performed in the
excellent, 30% in the
competent, and 20% in the
deficient range.
In the 494 course, 40%
performed in the excellent,
30% in the competent, with
30% in the deficient. In the
491 course, 40% performed in
the excellent, 40% in the
competent range, and 20% in
the deficient category. In the
490 course, 40% performed in
the excellent, 40% in the
competent range, 20% in the
deficient category.
This outcome was examined
during two separate years of
the review cycle. These
results are from the first year:
In the 492 course (13
students) 100% performed in
the excellent. In the 493
course (13 students), roughly
70% performed in the
excellent, 10% in the
competent range, and 20% in
the deficient category. In the
390 course 5 were excellent,
and 5 competent, and none
deficient.
In the second year of the
cycle 40% of students in the
492 course performed in the
excellent range, 50% in the
competent, and 10% in the
deficient. In the 493 course,
that are outside the
interdisciplinary, team-taught
courses and feed into them
and to focus special attention
on meeting this objective in
these courses.
Humanities faculty noted that
there is clearly room for
improvement, and resolved
that continuing strong
teaching toward this objective
would enhance the number of
students performing at the
excellent level.
During the first year
humanities faculty were
pleased with student
outcomes for this objective
and resolved that continuing
strong teaching toward this
objective would enhance the
number of students
performing at the excellent
level.
During the second
assessment cycle, humanities
faculty noted that there is
clearly room for improvement,
and resolved that continuing
strong teaching toward this
objective would enhance the
number of students
performing at the excellent
level.
39
Objective 6: The ability to
define any thinking or text as
a product of human beings
and as a window to the nature
of its human author(s) and
audience(s).
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
projects.
Written grading criteria for
oral and written projects
which represent abilities/skills.
Objective 7: The ability to
imagine any thinking or text
as an insight into the world.
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
projects.
Written grading criteria for
oral and written projects
which represent abilities/skills.
Objective 8: The skills of
openness to different
personal and cultural
viewpoints within a context of
a multicultural world.
Teaching to and testing by
means of clearly stated,
written assignment guidelines
for both written and oral
projects.
Written grading criteria for
oral and written projects
which represent abilities/skills.
20% performed in the
excellent, 70% in the
competent, and 10% in the
deficient category. In the 494
course, 80% performed in the
excellent, 20% in the
competent range; none were
deficient.
In the 492 course, roughly
75% (10 students) performed
in the excellent and 25% (3
students) in the competent,
and 0% in the deficient range.
In the 493 course 9 students
performed in the excellent, 3
students in the competent,
and 1 was deficient. In the
390 course only 3 were
excellent, with 7 competent
and again no deficiencies.
In the 492 course, 50%
performed in the excellent,
with 50% in the competent,
and no one was deficient. In
the 493 course, 60%
performed in the excellent,
40% in the competent, and no
one was deficient. In the 494
course, 80% performed in the
excellent, 20% in the
competent, and no one was
deficient.
In the 494 course, only 30%
performed in the excellent,
with 50% in the competent,
and 20% in the deficient
range. In the 491 course,
50% performed in the
Applying this objective to
course writing projects,
humanities faculty recognized
that being able to explain
perspective, purpose, and
audience well is solidly
connected with performance
of objective 5. Consequently,
they resolved (a) to make the
development and evaluation
of counterarguments an
objective in those courses
that are outside the
interdisciplinary, team-taught
courses and feed into them
and (b) to focus special
attention on meeting this
objective in these courses.
Imaginative as well as critical
thinking is a crucial
component in this goal.
Consequently, faculty
resolved (a) to this more an
objective in those courses
that are outside the
interdisciplinary, team-taught
courses and feed into them
and (b) to focus special
attention on meeting this
objective in these courses.
Applying this objective to
course writing projects,
Humanities faculty recognized
that being able to learn such
openness is intimately
connected with performance
40
excellent, 50% in the
competent, and no one was
deficient. In the 490 course,
60% performed in the
excellent, 40% in the
competent, and no one was
deficient.
of objective 4 (see above).
Consequently, they resolved
(a) to make the development
and exploring conflicting
viewpoints an objective in
those courses that are outside
the interdisciplinary, teamtaught courses and feed into
them and (b) to focus special
attention on meeting this
objective in these courses.
Component Area/Program/Discipline: Humanities Degree Program
(This table shows the learning outcomes developed during the University’s Open Pathways Project).
Program’s Student
Learning Outcomes
Assessment Measures
(Tools)
Standards/Benchmarks
Results/Analysis
Actions Taken to
Improve the Program
Students will interpret and
create discourse with
attention to topic, argument,
counter-argument,
perspective, and literary
elements.
Assessment Point 1: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 390 – 394
Milestone (please see rubrics
for complete description)
Topic: 56% milestone or
above.
Argument: 67% milestone or
above
Counter-Argument: 56%
milestone or above
Perspective: 33% milestone
or above
Literary Elements: Not
assessed
Assessment Point 2: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 490 – 494
Capstone (please see rubrics
for complete description)
Topic: 100% capstone.
Argument: 50% capstone
Counter-Argument: 50%
capstone
Perspective: 50% capstone
Literary Elements: Not
assessed
Owing to the small size of the
population assessed, we
should be cautious about
interpretation. Nonetheless,
our students seem to be
performing well on most traits.
On the other hand, our
students seem to have
performed notably below
expectations on “perspective,”
and perhaps there is some
question about “counterargument.” We plan to design
activities for upcoming
classes that will emphasize
the skills associated with
“perspective,: and we will
keep an eye on the “counterargument” trait.
Since a very small number of
students were assessed, the
results are not significant.
Perhaps it is noteworthy,
however, that the trait
“counter-argument” showed
weaknesses here and at
41
Students will describe
discourse, practices, or
institutions from the viewpoint
of different perspectives,
including these discourses’,
practices’, or institutions’ own,
and to do so with attention to
the different context, sense,
validity, and function of each
of these perspectives.
Students will analyze
multicultural discourses,
practices, or institutions as
windows to the nature of their
authors, inhabitants, and
audiences.
Students will employ the
various field-specific
humanities skills and tools in
research, exposition, and
ongoing communicative
interaction.
Assessment Point 1: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 390 – 394
Milestone (please see rubrics
for complete description)
Context: 44% milestone and
above.
Sense: 33% milestone and
above
Validity: 44% milestone and
above
Function: 44% milestone and
above
Assessment Point 2: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 490 – 494
Capstone (please see rubrics
for complete description)
Context: 50% capstone
Sense: 50% capstone
Validity: 50% capstone
Function: 50% capstone
Assessment Point 1: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 390 – 394
Milestone (please see rubrics
for complete description)
Authors/Inhabitants: 78%
milestone or above
Audiences: 67% milestone or
higher
Assessment Point 2: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 490 – 494
Assessment Point 1: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 390 – 394
Capstone (please see rubrics
for complete description)
Audiences/Inhabitants: 100%
capstone
Audiences: 100% capstone
Milestone (please see rubrics
for complete description)
Research: 44% milestone or
above
Exposition: 67% milestone or
above
Ongoing Communicative
Interaction: 56% milestone or
above
assessment point 1. We will
keep an eye on that trait.
Owing to the small size of the
population assessed, we
should be cautious about
interpretation. Nonetheless,
our students seem to be
performing notably below
expectations on all the traits
except perhaps “context”. We
plan to design activities for
upcoming classes that will
emphasize these skills.
Due to the small number of
students assessed, it is
difficult to draw conclusions.
However, we noted some
difficulty with “context” at this
assessment point and, given
that it was a relative strength
at assessment point 1, we will
examine ways to improve this
in upper level courses.
Owing to the small size of the
population assessed, we
should be cautious about
interpretation. Nonetheless,
our students seem have
performed well on both traits.
The number of students
assessed was small, but all
met the benchmark for both
traits.
Owing to the small size of the
population assessed, we
should be cautious about
interpretation. Nonetheless,
our students seem have
performed better on
exposition than on research,
and perhaps with some
question about ongoing
communicative interaction.
42
Assessment Point 2: Written
essays combining
interpretation and focused
argument embedded in CL,
PHL, and RST 490 – 494
Capstone (please see rubrics
for complete description)
Research: 50% capstone
Exposition: 50% capstone
Ongoing Communicative
Interaction: 50% capstone
We plan to design activities
for upcoming classes that will
emphasize the skills
associated with research, and
we will keep an eye on the
ongoing communicative
interaction trait.
The number of students
assessed was small, these
results emphasize that we
must work to improve student
practice with the “research”
trait.
43
Rubrics for Each Program Outcome Developed during the Open Pathways Project
Outcome 1: Students will interpret and create discourse with attention to topic, argument, counter-argument, perspective, and literary elements.
Trait
Topic
Introductory
Milestone
Student accurately identifies
topic (own or others’)
Student consistently identifies
topic (own or others’)
Student accurately identifies
or relevantly produces
argument
Student accurately identifies
or relevantly produces
connected arguments
Student accurately identifies
or relevantly produces
counter-argument
Student accurately identifies
or relevantly produces
connected counter-arguments
Student accurately identifies
shift in perspective: for
example, in assumptions,
value-commitments, or
organizing categories
Student accurately identifies
how different elements
connect in the working of the
perspective
Student accurately identifies
or employs differences in
literary elements like style or
genre, and identifies or
employs some contributions
they make to function.
Student accurately identifies
or employs connections
among elements, and
identifies or employs some
contributions these
connections make to function
Argument
Counter-Argument
Perspective
Literary Elements
Capstone
Student accurately and
consistently identifies topic
(own or others’) despite
complexity of topic or of
context.
Student accurately identifies
or refers to (in own
production) relevant
argumentation despite
complexity of topic or of
context.
Student accurately identifies
or refers to (in own
production) relevant counterargumentation despite
complexity of topic or of
context
Student accurately identifies
how a variety of elements
connect in the working of the
perspective despite
complexity of topic or of
context
Student accurately identifies
or employs connections
among stylistic elements, and
identifies or employs some
contributions they make to
function, despite complexity of
topic or of context.
Advanced
n/a
n/a
n/a
n/a
n/a
44
Outcome 2: Students will describe discourse, practices, or institutions from the viewpoint of different perspectives, including these discourses’, practices’, or
institutions’ own, and to do so with attention to the different context, sense, validity, and function of each of these perspectives.
Trait
Introductory
Milestone
Context
Students accurately identify
contexts of different
discourses/practices/institutions
(own and others)
Students consistently identify
contexts of different
discourses/practices/institutions
(own and others)
Sense
Student accurately identifies an
aspect of the sense and
meaning of different
discourses/practices/institutions
(own or others’) according to
their own internal sense criteria
Student consistently identifies
an aspect of the sense and
meaning of different
discourses/practices/institutions
(own or other’s) according to
their own internal sense criteria
Validity
Student accurately identifies a
portion of the logic or rules of
connection by which different
elements of the different
discourses/practices/institutions
(own or others’) are intelligibly
connected.
Student accurately identifies
and evaluates the coherence or
consistency of a portion of the
logic or rules of connection by
which different elements of the
different
discourses/practices/institutions
(own or others’) are intelligibly
connected.
Function
Students accurately identify
some of the functions of
different
discourses/practices/institutions
(own and others)
Students consistently identify
some of the functions of
different
discourses/practices/institutions
(own and others)
Capstone
Students accurately and
consistently identify contexts of
different
discourses/practices/institutions
(own and others) despite
complexity of topic
Student accurately and
consistently identifies an aspect
of the sense and meaning of
different
discourses/practices/institutions
(own or others’) according to
their own internal sense criteria
despite complexity of topic or of
context
Student accurately identifies
and evaluates the coherence or
consistency of a portion of the
logic or rules of connection by
which different elements of the
different
discourses/practices/institutions
(own or others’) are intelligibly
connected, despite complexity
of topic or of context
Students accurately and
consistently identify some of
the functions of different
discourses/practices/institutions
(own and others) despite
complexity of topic or of context
Advanced
n/a
n/a
n/a
n/a
45
Outcome 3: Students will analyze multicultural discourses, practices, or institutions as windows to the nature of their authors, inhabitants, and audiences.
Trait
Introductory
Milestone
Authors/Inhabitants
Student plausibly infers, from
discourses/practices/institutions,
isolated individual or social
characteristics of authors of
discourses or inhabitants of
practices/institutions
Student plausibly infers from
discourses/practices/institutions
some connections between
individual or social
characteristics of authors of
discourses or inhabitants of
practices/institutions
Audiences
Students plausibly infer, from
their own or other contemporary
or historical audiences’ modes
of analyzing
discourses/practices/institutions,
isolated individual or social
characteristics of these
audiences
Students plausibly infer, from
their own or other contemporary
or historical audiences’ modes
of analyzing
discourses/practices/institutions,
some connections between
individual or social
characteristics of these
audiences
Capstone
Student plausibly infers from
discourses/practices/institutions
some connections between
individual or social
characteristics of authors of
discourses or inhabitants of
practices/institutions despite
complexity of structure or
context
Students plausibly infer, from
their own or other contemporary
or historical audiences’ modes
of analyzing
discourses/practices/institutions,
some connections between
individual or social
characteristics of these
audiences despite complexity of
structure or context
Advanced
n/a
n/a
46
Outcome 4: Students will employ the various field-specific humanities skills and tools in research, exposition, and ongoing communicative interaction.
Trait
Research
Exposition
Ongoing Communicative
Interaction
Introductory
Milestone
Capstone
Student communicates field
specific material with some
basic attention to expository
factors like context, audience,
and relevant background
information
Student consistently and
critically applies field specific
skills and tools to a simple
research topic.
Student communicates field
specific material with consistent
attention to expository factors
like context, audience, and
relevant background
information
Students make accurate use of
field-specific resources like
terminology, concepts, and
methodological tools in raising
questions and providing
responses
Students make accurate and
consistent use of field-specific
resources like terminology,
concepts, and methods of
approach in raising questions
and providing responses
Student consistently and
critically applies field specific
skills and tools to a complex
research topic
Student communicates field
specific material with consistent
and flexible attention to
expository factors like context,
audience, and relevant
background information
Students make accurate and
consistent use of field-specific
resources like terminology,
concepts, and methods of
approach in raising questions
and providing responses,
despite complexity of topic or of
context
Student consistently applies
field specific skills and tools to a
simple research topic
Advanced
n/a
n/a
n/a
47
Appendix VI
Program Course Enrollment: Classics
Course
Number
CL 200
CL 210
CL 230
CL 231
CL 232
CL 233
CL 234
CL 236
CL 237
CL 280
CL 319
CL 320
CL 326
CL 435
CL 436
Course Name
Required/
Elective/
Service
Delivery
Method
Location
Year 1
2008-2009
Su
32
Fa
73
Sp
105
Building English
Vocabulary
Love & War
E
O
Web
R, E, S
TD
Huntington
Greek and
Roman Epic
Women in
Greek and
Roman Lit
Greek and
Roman Drama
Greek and
Roman
Historians
Greek and
Roman Poetry
Murder in the
Ancient World
Lit in the time of
nero
SPTP
R, E
TD & O
R, E
O
Huntington,
Web
Web
R,E
O
Web
R, E
TD
Huntington
R, E
TD, O
R, E
TD, O
R, E
TD, O
R, E
TD
Huntington,
Web
Huntington,
Web
Huntington,
Web
Huntington
Classical
Mythology
Love and
Friendship
Classical
Archaeology
Greek
Civilization
Roman
Civilization
R, E
TD, O
R, E
TD
Huntington,
Web
Huntington
E
TD
Huntington
10
R, E
TD
Huntington
20
R, E
TD
Huntington
Year 2
2009-2010
Su
17
Fa
76
Sp
77
Year 3
2010-2011
Su
Fa
66
Sp
49
Year 4
2011-2012
Su
15
7
24
17
14
12
12
87
40
81
57
32
61
84
Fa
35
21
15
64
44
71
31
51
27
35
31
87
27
64
39
48
20
15
33
22
23
14
38
82
92
54
51
18
130
10
47
73
44
20
37
87
67
43
90
50
17
9
18
28
Sp
32
23
11
95
Fa
20
21
63
27
47
Su
23
43
23
Sp
32
Year 5
2012-2013
20
27
48
CL 470
R, E
TD
Huntington
23
R, E
TD
Huntington
22
R, E
TD
Huntington
CL 475
Transformation
s of Myth
Ancient
Sexuality
Rhetoric of
Seduction
Roman Law
R, E
TD
Huntington
CL 480
SPTP
R, E
TD
Huntington
CL 490
Senior Seminar
R
TD
Huntington
CL 492
Senior Seminar
R
TD
Huntington
CL 493
Senior Seminar
R
TD
Huntington
CL 494
Senior Seminar
R
TD
Huntington
CL 471
CL 472
21
21
17
13
16
11
9
5
10
5
6
8
49
Program Course Enrollment: Philosophy
Course
Number
Course Name
Required/
Elective/
Service
Delivery
Method
Location
Year 1
2008-2009
Su
PHL 200
Intro Phil:
Ancient Period
E&S
Td
PHL 200H
Intro Phil:
Ancient Period
Intro Phil:
Modern Period
E&S
Td
E&S
Td, O
E&S
PHL 280
Philosophy and
Human
Existence
Special Topics
PHL 281
Fa
Year 2
2009-2010
Sp
Fa
Fa
47
Su
Fa
168
Td
E&S
Td
Huntington
Special Topics
E&S
Td
Huntington
PHL 301
Plato’s Republic
E&S
Td
Huntington
20
23
14
24
9
5
8
PHL 302
Applied Ethics
E&S
Td, O
98
101
127
143
116
70
PHL 303
Ethics
E&S
Td, O
40
72
29
135
33
78
PHL 304
Logic and
Interpretation
E&S
Td
PHL 306
Phil of Art
E&S
Td
Huntington
, Pt.
Pleasant,
Hurricane
Huntington
, Pt.
Pleasant
Huntington
, Pt.
Pleasant
Huntington
PHL 315
American Phil
E&S
Td
Huntington
98
52
Sp
Huntington
, Pt.
Pleasant
Huntington
15
17
Su
19
PHL 203
25
Sp
Year 4
2011-2012
Huntington
, Pt.
Pleasant
Huntington
PHL 201
12
Su
Year 3
2010-2011
7
168
129
81
Sp
105
69
S
u
Fa
Sp
71
73
13
10
117
124
11
10
15
9
11
49
51
38
33
28
23
10
108
Year 5
2012-2013
69
72
13
5
16
14
26
14
5
18
31
19
50
PHL 320
Comparative
Philosophy
E&S
Td
PHL 321
E&S
Td
E&S
Td
Huntington
E&S
Td
Huntington
PHL 353
Current
Philosophical
Trends
Philosophy of
Sex
Phil of Sexual
Orientation and
Gender
Phil of Science
Huntington
, Pt.
Pleasant
Huntington
E&S
Td
Huntington
11
PHL 400
Ancient Phil
E&S
Td
Huntington
7
PHL 401
Modern Phil
E&S
Td
Huntington
PHL 420
Metaphysics
E&S
Td
Huntington
PHL 421
E&S
Td
Huntington
E&S
Td
Huntington
E&S
Td
Huntington
E&S
Td
Huntington
E&S
Td
Huntington
PHL 480
Philosophy of
Knowledge
Philosophy of
Religion
Philosophy of
Politics &
Power
Existential
Philosophy
Philosophy of
Logic
Special Topics
E&S
Td
Huntington
PHL 482
Special Topics
E&S
Td
Huntington
PHL 483
Special Topics
E&S
Td
Huntington
PHL 485
Independent
Study
Independent
Study
Senior Seminar
in Humanities
Senior Seminar
in Humanities
R&E
Td
Huntington
R&E
Td
Huntington
R&E
Td
Huntington
R&E
Td
Huntington
PHL 330
PHL 340
PHL 455
PHL 460
PHL 465
PHL 470
PHL 487
PHL 490
PHL 491
21
12
19
2
20
3
23
23
7
3
6
8
7
19
8
15
16
5
7
16
4
2
13
1
1
1
1
3
8
8
8
51
PHL 492
PHL 493
PHL 494
Senior Seminar
in Humanities
Senior Seminar
in Humanities
Senior Seminar
in Humanities
R&E
Td
Huntington
R&E
Td
Huntington
R&E
Td
Huntington
5
7
7
8
6
6
52
Program Course Enrollment: Religious Studies
53
54
55
Appendix VII
Program Enrollment: Bachelor of Arts in Humanities
Students
Principal Majors Enrolled: BA in Humanities
Classical Studies
Principal Majors Enrolled: BA in Humanities
Philosophy
Principal Majors Enrolled: BA in Humanities
Religious Studies
Principal Majors Enrolled: BA in Humanities
Classics
Principal Majors Enrolled: BA in Humanities
No Area of Emphasis
Year 1
2008-2009
Year 2
2009-2010
Year 3
2010-2011
Year 4
2011-2012
1
Year 5
2012-2013
1
13
10
13
11
8
7
8
8
6
10
11
5
8
6
7
1
Second Majors: BA in Humanities
13
19
17
10
8
Third Majors: BA in Humanities
1
Minors: Classical Studies
4
8
7
1
3
Minors: Philosophy
7
13
7
7
4
Minors: Religious Studies
12
12
13
6
12
Total of Students enrolled in the Program
68
76
73
48
53
Graduates of the Program
4
10
12
8
4
56
Figure 1. Trend Line for Total Enrollment and Program Graduates:
Bachelor of Arts in Humanities
80
70
60
50
Graduates
40
Total Enrollment
30
20
10
0
2008-09
2009-10
2010-11
2011-12
2012-13
57
Appendix VIII
Job and Graduate School Placement Rates
Year
# of graduates
employed in major
field
2008 – 09
2009 – 10
# of graduates
employed in
related fields
# of
graduates
employed
outside field
1
# of
graduates
not
accounted
for
2
1
1
1
3
2
2010 – 11
1
4
2
2011 – 12
2
2012 - 13
1
2
6
9
Five –Year Total
2
# of graduates
accepted to
Graduate
Programs
2
2
1
8
3
58
Appendix IX
Assessment Letters: Humanities - BA
59
60
61