Religion 2631, Religion and the Earth
22/01/08 22:43
Religion 2631, Religion and the Earth
The greatest challenge as well as the greatest opportunity in this course is to gain an adequate sense of the current environmental crisis and its full impact (as well as its long-term effects) on the Earth and on the full range of species, environmental regions and niches, and specific ecosystems. Read More...
The greatest challenge as well as the greatest opportunity in this course is to gain an adequate sense of the current environmental crisis and its full impact (as well as its long-term effects) on the Earth and on the full range of species, environmental regions and niches, and specific ecosystems. Read More...
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Religion 2621, Religion and Moral Issues
22/01/08 22:42
Religion 2621, Religion and Moral
Issues
Embedded questions have been used in the most recent assessment process for this course. By the end of the course, students show marked improvement in detecting (and refraining from) fallacious ad hominem arguments, and – particularly in embedded questions following debate sessions and analysis of debate – they are much better at both detecting and avoiding Read More...
Embedded questions have been used in the most recent assessment process for this course. By the end of the course, students show marked improvement in detecting (and refraining from) fallacious ad hominem arguments, and – particularly in embedded questions following debate sessions and analysis of debate – they are much better at both detecting and avoiding Read More...
Religion 2617, Introduction to Eastern Religions
22/01/08 22:42
Religion 2617, Introduction to Eastern
Religions
An ongoing challenge in this course is the fact that these profound and ancient religious traditions are in many ways so radically different from the Western religious traditions with which students are familiar that they often have great difficulty comprehending the basic ideas – and the larger system of thought – of the Eastern views. Read More...
An ongoing challenge in this course is the fact that these profound and ancient religious traditions are in many ways so radically different from the Western religious traditions with which students are familiar that they often have great difficulty comprehending the basic ideas – and the larger system of thought – of the Eastern views. Read More...
Religion 2605, Myth, Symbol & Ritual
22/01/08 22:41
Religion 2605, Myth, Symbol &
Ritual
Much of the assessment for this course has been based on presentations, and though we do not have a long-term assessment history to function as a base for comparison, this course has been taught by the same faculty member for several years, and she is well-placed to draw informed conclusions concerning the ways in which student work has progressed and developed. Read More...
Much of the assessment for this course has been based on presentations, and though we do not have a long-term assessment history to function as a base for comparison, this course has been taught by the same faculty member for several years, and she is well-placed to draw informed conclusions concerning the ways in which student work has progressed and developed. Read More...
Religion 2601, Introduction to World Religions
22/01/08 22:40
Religion 2601, Introduction to World
Religions
In Spring of 2007, the faculty teaching Introduction to World Religions, RELIG 2601, utilized embedded questions as a method of assessment. A group of questions considered fundamental to understanding of each of the world religions was agreed upon. These questions ranged across most of the world religions covered in the various sections. Read More...
In Spring of 2007, the faculty teaching Introduction to World Religions, RELIG 2601, utilized embedded questions as a method of assessment. A group of questions considered fundamental to understanding of each of the world religions was agreed upon. These questions ranged across most of the world religions covered in the various sections. Read More...
Philosophy 3760, Ethics of War and Peace
22/01/08 22:39
Philosophy 3760, Ethics of War and
Peace
The comparative use of embedded questions indicates that students are very successful in discussing, considering, and writing about specific topics, and their work is consistently at a high level in that regard, with some small indication of continuing improvement. Read More...
The comparative use of embedded questions indicates that students are very successful in discussing, considering, and writing about specific topics, and their work is consistently at a high level in that regard, with some small indication of continuing improvement. Read More...
Philosophy 3711, General Ethics
22/01/08 22:38
Philosophy 3711, General Ethics
Students showed excellent grasp of the fundamental and distinct perspectives involved in applying major ethical theories Read More...
Students showed excellent grasp of the fundamental and distinct perspectives involved in applying major ethical theories Read More...
Philosophy 2630, Critical Thinking
22/01/08 22:37
Philosophy 2630, Critical Thinking
First, students show enormous improvement in being able to recognize common fallacious arguments: for example, in pre-testing they are often fooled by irrelevant reason (red herring), false dilemma, ad hominem, denying the antecedent, and many other standard fallacies; by the end of the course, they are able to detect such fallacies with great success Read More...
First, students show enormous improvement in being able to recognize common fallacious arguments: for example, in pre-testing they are often fooled by irrelevant reason (red herring), false dilemma, ad hominem, denying the antecedent, and many other standard fallacies; by the end of the course, they are able to detect such fallacies with great success Read More...
Philosophy 2625, Introduction to Professional Ethics
22/01/08 22:36
Philosophy 2625, Introduction to Professional
Ethics
Students normally encounter three primary challenges when taking a course in professional ethics. The first is the language or jargon barrier that accompanies any discipline. Since professional ethics does not have any prerequisites, for many students professional ethics is both their first and last exposure Read More...
Students normally encounter three primary challenges when taking a course in professional ethics. The first is the language or jargon barrier that accompanies any discipline. Since professional ethics does not have any prerequisites, for many students professional ethics is both their first and last exposure Read More...
Philosophy 2619, Introduction to Logic
22/01/08 22:34
Philosophy 2619, Introduction to
Logic
Our assessment techniques showed that students generally do well in learning basic terminology and essential distinctions (deduction/induction, validity/soundness, strong/cogent), and are able to apply those distinctions and effectively use the essential vocabulary Read More...
Our assessment techniques showed that students generally do well in learning basic terminology and essential distinctions (deduction/induction, validity/soundness, strong/cogent), and are able to apply those distinctions and effectively use the essential vocabulary Read More...
Philosophy 2609, Technology & Human Values
22/01/08 22:33
Philosophy 2609, Technology & Human
Values
Many students have a difficult time conceiving of any technological advancement as problematic. Our assessment of this course is still in early stages, and we will gain a better understanding of what is and is not effective in teaching the course as we develop Read More...
Many students have a difficult time conceiving of any technological advancement as problematic. Our assessment of this course is still in early stages, and we will gain a better understanding of what is and is not effective in teaching the course as we develop Read More...
Philosophy 2600, Introduction to Philosophy
22/01/08 22:32
Philosophy 2600, Introduction to
Philosophy
What our assessment process has shown so far is that our students do well in mastering basic concepts and definitions, but are more likely to struggle when integrating that Read More...
What our assessment process has shown so far is that our students do well in mastering basic concepts and definitions, but are more likely to struggle when integrating that Read More...