Improving Critical Thinking And Analytic Reasoning
Students completing the critical thinking and logic courses in our curriculum will develop a broad-based skills in critical thinking and formal logic.
Objective
Demonstrate Critical Thinking Skills
Critical thinking skills are an essential component of philosophical work. The ability to analyze arguments and draw conclusions from available information serves students in practically every aspect of life.
Indicator
Response Scores On TACTS
All students who take PHL 262 will be tested on their critical thinking skills. All faculty who teach PHL 262 will administer the Texas Assessment of Critical Thinking Skill (TACTS)s, an externally validated test of critical thinking skills, in a pre-test/post-test format. The TACTS is a broad-based assessment of critical thinking skills that goes beyond the current scope of PHL 262. This will allow the faculty to determine areas that may be added to our current curriculum in the future. A copy of the current TACTS is attached. A copy of the credited responses is attached. The Philosophy Program Coordinator, currently Dr. Fair, will be responsible for ensuring that all faculty who teach PHL 262 effectively administer the pre- and post-tests in every section of their course. One faculty member, currently Dr. Sanford, will be responsible for gathering pre- and post-test data from the faculty members who teach PHL 262.
Criterion
Statistically Significant Improvement From The TACTS Pre-test To The TACTS Post-test.
A paired two-sample t-test will be performed on the scores of all students who take the pre-test and the post-test. The philosophy program expects to see a statistically significant improvement from the pre-test to the post-test.
Finding
Significant Improvement From Pre-test To Post-test
A paired two-sample t-test on our sample of 335 student scores, for students who took both the pre-test and post-test, demonstrated a statistically significant improvement in their scores. Data and basic analysis are attached.
Criterion
Improvement In Calculating Probabilities
The data from the team that developed the TACTS show that a knowledge gap exists with respect to decision making when an outcome depends upon the conjunction of two probabilistic events. Their data show that less than 20% of those tested correctly answered the following question: "George is waiting for two of his customers, Fuzzy Logic Computers, Inc. and Stalking Horse Designs, to pay their bills. If either of them pays before the end of the month, then George can pay his supplier. But if neither of them pays, then George will have to take out a bank loan. George estimates that the chance that Fuzzy Logic will pay in time is 70% and the chance Stalking Horse Designs will pay in time is 60%. Assuming that his estimates are correct and that the two events are independent, what is the chance that George will have to take out a bank loan? (a) 12% (b) 40% (c) 65% (d) 42% (e) 88%"" 2010-2011 will be the second year that the Philosophy Program will expect all faculty to evaluate this type of reasoning as part of the critical thinking course. We will consider this initial effort successful if there is at least a 75% improvement on this type of question from the pre-test to the post-test.
Finding
Improvement In Calculating Probabilities
The sample is limited to only those students who took both the pre-test and post-test. For students whose pre-test score was reported, 62 out of 335 (18.5%) correctly answered the question. On the post-test, 128 out of 335 (38.2%) correctly answered the question. This represents a 106.5% improvement in the percentage of students who successfully answered the probability questions from the pre-test to the post-test and compares favorably to the 85.6% improvement seen in 2009-2010; yet, it remains a challenge to improve even further.
Action
Ongoing Improvement In Calculating Probabilities
Although our data showed a substantial improvement in calculating probabilities, it is expected that our faculty can improve on our second-year performance. All Philosophy Program faculty who taught PHL 262 during 2010-2011 will be invited to share their experiences with those who will teach PHL 262 during 2010-2011. In addition, input will be sought from other faculty who have experience teaching probability-based content. The goal will be to identify ways in which pedagogy in this area can be further improved without cutting back on the successful core of critical thinking skills we have regularly taught. It is expected that faculty will implement and evaluate new approaches during 2011-2012.
Objective
Demonstrate Competence With Formal Logic
Student's understanding of formal logic provides a foundation for rigorous analysis of arguments. All philosophy majors will have the opportunity to acquire competences in propositional logic and predicate logic.
Indicator
Response Scores On Pre-test/Post-test Logic Questions
All students who take PHL 362 (Introduction to Contemporary Logic) will be tested on knowledge of basic logical concepts, propositional logic, and predicate logic. All faculty who teach PHL 362 will administer a pre-test and post-test. These will serve as an indicator of student competence with the subject matter. Following a review of best practices for the teaching of this course, a group of Program faculty chose the questions for the assessment. The questions asked cover the range of concepts that are taught in peer departments. Instruction on these concepts promotes a an introduction to the concepts of formal logic, propositional logic, and predicate logic. The attached documents provide the sample questions similar to those used in the embedded assessments and the credited responses. Because some of these questions, particularly the logical proofs, have answers that could be memorized if the questions were known in advance, exam security requires that the actual questions not be posted in a public document. The Program faculty will use questions that are essentially similar but sufficiently distinct to limit the potential for academic dishonesty. A group of Program faculty has reviewed the particular questions that will be embedded each semester.
Criterion
Significant Improvement From Pre-test To Post-test
A paired two-sample t-test will be performed on the scores of all students who take the pre-test and the post-test. Students in both courses will demonstrate a statistically significant improvement from the pre-test to the post-test.
Finding
PHL 362 Pre-test/Post-test Results
PHL 362 students demonstrated a statistically significant improvement from the pre-test (M=.5) to the post-test (M=6.3). Although statistically significant, the post-test mean is only 63% with 10 items. See the attached data. While this represents a vast improvement the Program will seek innovative teaching methods to promote deep learning.
Action
Ongoing Assessment Of PHL 362
We are satisfied that our students are making good general progress in PHL 362; however, there must be an effort to identify specific areas for improvement. As such, the Philosophy Program will undertake an item analysis of the PHL 362 post-tests during 2011-2012 for this purpose. This will provide even more specific data. We must improve our overall student learning outcomes with respect to formal logic, propositional logic, and predicate logic.
Goal
Understanding Of General Philosophical Concepts
Ensure that students acquire a general understanding of basic philosophical concepts.
Objective
Demonstrate Basic Understanding Of Core Concepts In Philosophy
As students progress through the Philosophy BA, they will acquire a basic understanding of metaphysics, epistemology, and moral theory. This basic information, provided by our introductory courses serves as the foundation for student success in upper-division courses.
Indicator
Statistically Significant Improvement Of Student Scores From Pre-test To Post-test (261/263)
All students in PHL 261 and PHL 263 will be tested on their knowledge of basic concepts in metaphysics, epistemology, and moral theory using a locally standardized pre-test and post-test for each course. Following a review of best practices for the teaching of these courses, a group of Program faculty chose the questions for the assessment. The questions asked cover the range of concepts that are taught in peer departments. Instruction on these concepts promotes a basic competence in metaphysics, epistemology, and moral theory. The attached documents provide the assessment instruments for PHL 261 and PHL 263 as well as the credited responses for each.
Criterion
Statistically Significant Improvement From The Pre-test To The Post-test (261/263)
A paired two-sample t-test will be performed on the scores of all students who take the pre-test and the post-test. Students in both courses will demonstrate a statistically significant improvement from the pre-test to the post-test.
Finding
PHL 261 Pre-test/Post-test Results
PHL 261 students demonstrated a statistically significant improvement from the pre-test (M=6.9) to the post-test (M=10.9). Although statistically significant, the post-test mean is only 54.5% with 20 items. See the attached data. While this represents an improvement from 51% on the post-test during 2009-2010, more innovative strategies for teaching basic concepts in metaphysics, epistemology, and moral theory are needed to ensure deep learning.
The data for two sections of PHL 261 (approximately 120 students) were not reported during Spring 2011, because the faculty member teaching those sections suffered a medical emergency at the end of the semester. Otherwise, data collection proceeded as expected.
Finding
PHL 263 Pre-test/Post-test Results
PHL 263 students demonstrated a statistically significant improvement from the pre-test (M=10.45) to the post-test (15.29). While statiscally significant, the post-test mean is only 61% of 25 items. See the attached data. Hence, basic concepts in metaphysics, epistemology, and moral theory must be addressed in inventive ways so that deep learning versus shallow learning is accomplished.
Action
PHL 261/263 Action
We are satisfied that our students are demonstrating significant gains with respect to basic knowledge of philosophy and philosophical concepts as a result of completing PHL 261 and 263; however, the item analysis of the 2010-2011 data did not reveal any clear patterns of weakness to account for the low mean performances on the post-tests. As such, the Program will focus on improving deep learning by looking for ways to improve the links between PHL 261/263 and PHL 364/365. The goal will be to provide greater continuity between the introductory and advanced courses with an eye toward improving students' long-term outcomes as they proceed through the Program's curriculum.
Objective
Demonstrate Advanced Understanding Of History Of Philosophy
Well-educated philosophy students must be able to appreciate the arguments and positions of earlier thinkers. Because so much of what is written in philosophy is a reaction to the metaphysical and epistemological presuppositions of earlier thinking, it is the core of well-rounded philosophical education.
Indicator
Pre-test Post-test Response Scores On Locally-Standardized Instruments (364/365)
All students in PHL 364 and PHL 365 will be tested on their knowledge of general concepts in the history of philosophy. All faculty who teach these courses will administer a pre-test and post-test to all students. All Philosophy BA students are required to take PHL 364 (Ancient and Medieval Philosophy) and PHL 365 (Modern Philosophy). Together, these courses provide students with upper-level instruction covering the history of metaphysics and epistemology. Following a review of best practices for the teaching of these courses, a group of Program faculty chose the questions for the assessment. The questions cover the range of concepts that are taught in peer departments. Instruction on these concepts promotes a well-rounded understanding of the history of philosophy.
Criterion
PHL 365 Assessment
A paired two-sample t-test will be performed on the scores of all students who take the pre-test and the post-test. Students in both courses will demonstrate a statistically significant improvement from the pre-test to the post-test. In addition, at least 70% of students will correctly answer 70% of the questions on the post-test.
Finding
PHL 365 Findings
Students demonstrated a statistically significant improvement from the pre-test (M=0.11) to the post-test (M=5.28). Although statistically significant, post-test mean is only 47.3% with 11 items. This still represents a weakness in teaching the history of metaphysics and epistemology in modern philosophy.
Criterion
PHL 364 Assessment
A paired two-sample t-test will be performed on the scores of all students who take the pre-test and the post-test. Students in both courses will demonstrate a statistically significant improvement from the pre-test to the post-test. In addition, at least 70% of students will correctly answer 70% of the questions on the post-test.
Finding
PHL 364 Findings
Students demonstrated a statistically significant improvement from the pre-test (M=0.59) to the post-test (M=10.76). Although statistically significant, post-test mean is only 56.6% with 19 items. This still represents a weakness in teaching the history of metaphysics and epistemology in modern philosophy.
Action
PHL 364/365 Continuing Improvement
The Program will focus on improving deep learning by looking for ways to improve the links between PHL 261/263 and PHL 364/365. The goal will be to provide greater continuity between the introductory and advanced courses with an eye toward improving students' long-term outcomes as they proceed through the Program's curriculum. By linking the content and presentation of materials in the lower-level courses to what is expected in the upper-level courses, the Program expects to improve student outcomes and deep learning as measured by improved performance by students in PHL 364/365. It is expected that these changes will take approximately two years to begin showing significant results in the upper-level courses.