2007 - 2008
1 KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: September 21, 2007 SPONSORING PROGRAM AND CHAIR: Communication, Dr. Ann Atkinson, 358-2466, firstname.lastname@example.org PROPOSAL SPONSOR: Identify the person(s) who should be contacted regarding the proposal. Include phone number and email address. This person is expected to attend Divisional and/or Senate Curriculum meetings to discuss the proposal. Sander Lee, 358-2777, email@example.com TITLE SUMMARY: IHPHIL 220 Ethics PROPOSED ACTION: Underline proposed changes . Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: Proposing course for Humanities Perspectives Integrative Studies EXISTING (OLD) DATA: Insert the course information as it exists in the current KSC Catalog. PHIL 320 ETHICS From a preliminary analysis of the nature and function of ethics, the course proceeds to examine contemporary ethical problems, such as abortion, sexual morality, and criminal punishment. Also examines some theoretical issues, such as egoism, relativism, and moral freedom. Spring. PROPOSED (NEW) COURSE TITLE: Limit the course title to 30 characters, including spaces. If more characters are absolutely necessary for clarity, the sponsor should submit an abbreviated title to assure an intelligible abbreviated title of choice (for use in student information system, on transcripts, etc.). IHPHIL 220 Ethics PROPOSED (NEW) COURSE DESCRIPTION: Limit the Course Description to 50 words, not including prerequisites. Prerequisites should be clear and specific, e.g., as courses (e.g., ENG 101) or number of credits required. Finally, specify semester(s) the course will be offered. Are abortion, euthanasia, and capital punishment morally acceptable? This course will examine the most influential philosophical approaches to resolving ethical questions such as these. We will apply philosophical theories and principles to a variety of moral dilemmas, 2 with the aim of developing the skills necessary to successfully analyze ethical arguments. Fall, Spring Course Objectives: Students will study the most influential philosophical approaches to resolving ethical dilemmas and will develop the skills necessary to successfully analyze such issues on their own. Identify the knowledge and or skills the student will have an opportunity to gain as a result of completing this course or program. Learning Outcomes Students will be able to: 1) Examine and analyze ethical arguments from differing philosophical perspectives and make logical connections that reframe their understanding. 2) Analyze the assumptions and ramifications of ethical discourse from multiple perspectives. Students will be able to: Perspectives Outcomes: • articulate the ways that the arts and humanities shape, change, provoke, and represent our world and our perception of the world. Critical Thinking Skills Outcomes Analyze and interpret arguments made by oneself and by others to formulate and defend a conjecture or thesis Synthesize information, arguments, and perspectives in order to create new meaning, insight, and understanding Develop analytical arguments Apply critical thinking to important ethical and societal issues and problems Acknowledge and develop both insight and perspective This course will address the following integrative outcomes. Integrative Outcomes Diversity Students will be able to: • recognize how differences shape approaches to identity, knowledge, and power. • apply diverse perspectives and experiences to develop disciplinary arguments. Ethics Students will be able to: • identify the ethical issues from the perspective of Philosophy. ��� resolve an ethical problem using philosophical arguments. RATIONALE: Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. 3 Sander Lee serves as the facilitator of the ethical roundtables taking place during fall 07. The goal of these meetings is to develop the criteria by which integrative studies courses emphasizing ethics will be assessed. Allyson Mount, who joined the Philosophy faculty this semester, is currently teaching PHIL 320 Ethics. She serves as a participant and presenter for the ethical roundtables. Given all this, it is appropriate that Philosophy’s own course in ethics should be redesigned to fulfill the Humanities Perspectives integrative studies outcomes. Finally, it was decided at a department meeting of Communication, Journalism, and Philosophy that our ethics course should be returned to the 200 level where it resided until this semester. Because it is crucial that students actively engage with course material in order to develop ethical reasoning skills, we feel strongly that enrollment should be limited to 30 students per section (including continuing ed students). Limiting the enrollment will facilitate the involvement of all students in class discussions and debates. In addition, it will allow us to focus more effectively on developing the skills necessary to read complex arguments, which is especially important for a 200-level course designed to help prepare students for upper-level coursework. RESOURCES: For course proposals, include the name of the faculty member(s) who will be teaching this course, whether tenure-track, full-time, or adjunct. Indicate whether additional staffing, facilities, and/or equipment will be required. Also, consider the long-term impact of adding a course or altering a program. When a proposal has staffing, space or monetary implications, the VPAA must be consulted and his or her comments should be included in this section. Allyson Mount and Sander Lee What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? None ADVISORY OPINIONS: List the names of affected departments and include department responses. Advisory opinions are required whenever a proposal affects the curricula of other programs. A proposal must list all affected departments. An Advisory Opinion must be solicited at least two weeks prior to delivery of the proposal to the DCC. Affected departments have two weeks to respond to the request for an Advisory Opinion. Responses should be attached to the proposal. In the event that affected departments do not respond, evidence of the request for an Advisory Opinion from non-respondents must be provided. If a proposal affects a curriculum in a division other than that of the sponsor, each relevant department and the DCC in that division must review and approve the proposal as well. (The electronic curriculum review process tracks votes, advisory opinions and comments as required at each stage of the review.) Communication/Journalism/Philosophy Department
Senate Curriculum Committee
Keene State College
"IH PHIL 220" (2014). Approved Curriculum Proposals. 155.