PHIL 2: Introduction to Morality and Politics
Stage 5
Michael Morales
Basic Information
| Number of Outcomes | No answer |
|---|---|
| Number of Outcomes Assessed | No answer |
| Assessment Frequency | Every semester |
| Analysis Frequency | Every semester |
| Detail Link | Link |
Course Information
| Number of Course Sections | 4 |
|---|---|
| Number of Instructors | 4 |
Improvement Details
| Details | I have been working closely with all of my students on developing their academic writing by having them write short papers every week. They have a longer five page paper due at the end of the semester. Based on what I have been able to assess of their skill level during the course of the semester I have set aside some time to have a small writing peer review workshop on their rough drafts. I have also required that I am provided with copies of their rough drafts so that I can comment on their work. |
|---|
Assessment Methods
| Methods | The assessments I have made have come from direct observation of their participation in class, but also from the weekly one page critical writing assignments that they have completed. |
|---|
Future Plans
| Term | Spring 2014 |
|---|---|
| Activities | Revision of outcomes and assessment methods (measurements), Assessment (measurement) of outcomes, Analysis and discussion of assessment data and next steps, Implementation of planned changes and reassessment |
| Details | I've spoken about my writing assignments, and these help keep my syllabus fresh, as I can judge from the content of my students' writing what their comprehension level is of each reading on an individual basis and as a class. Depending on what their writing shows, I know what philosophical concepts or arguments need more attention come class time. |
| Highlights | The main highlight comes at the end of each semester when I get to read my students' final papers and literally see the fruits of our labor come to bear. It is usually my time to smile because I can map their writing ability from the beginning of the semester to the end, and it is in that final paper that the structure of their arguments becomes clear, eloquent, and forceful. These are all tools that they will need for the rest of their academic careers, as well as the rest of their lives. |