Report - Central Connecticut State University by zhouwenjuan

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									                               Philosophy	
  Department	
  Annual	
  Report	
  2011-­‐2012	
  
Section	
  1:	
  Mission	
  and	
  Programs	
            .............................................................................................................................	
  1	
  
Section	
  2:	
  Summary	
  for	
  Philosophy	
  Major:	
  .........................................................................................................	
  2	
  
Section	
  3:	
  Summary	
  of	
  Faculty	
  Accomplishments	
  ...........................................................................................	
  3	
  
  (1)	
  Teaching:	
  ................................................................................................................................................................	
  3	
  
  (2)	
  Creative	
  Activity:	
  Presentations	
  and	
  Publications	
  ...............................................................................	
  3	
  
  (3)	
  Service	
  to	
  the	
  Department,	
  University	
  and	
  Community	
                                  ....................................................................	
  6	
  
  (4)	
  Lecture	
  Series:	
  .....................................................................................................................................................	
  7	
  
        (i)	
  Carter	
  G.	
  Woodson	
  African-­‐Ameri	
  can	
  Studies	
  Lecture	
  Series:	
  ..................................................	
  7	
  
        (ii)	
  Religious	
  Studies	
  Lecture	
  Series:	
              ............................................................................................................	
  8	
  
        (iii)	
  Arts	
  and	
  Sciences	
  Public	
  Policy	
  Committee	
  ......................................................................................	
  8	
  
        (iv)	
  Peace	
  Studies	
  ..................................................................................................................................................	
  8	
  
Section	
  4:	
  Contributions	
  to	
  Undergraduate	
  and	
  Graduate	
  Research	
  .......................................................	
  8	
  
Section	
  5:	
  Summary	
  of	
  Other	
  Accomplishments	
  	
  (funds)	
  .............................................................................	
  8	
  
Section	
  6:	
  Progress	
  Towards	
  Meeting	
  Goals	
  .......................................................................................................	
  9	
  
Section	
  7:	
  Goals	
  for	
  Next	
  Year	
  ................................................................................................................................	
  11	
  
Annex	
  1:	
  Assessment	
  Reports	
  and	
  Feedback	
  ..................................................................................................	
  11	
  
  I:	
  Objectives	
  And	
  Learning	
  Outcomes:	
                    ...........................................................................................................	
  11	
  
  II:	
  Assessment	
  Tools:	
       .............................................................................................................................................	
  12	
  
  III:	
  Statistical	
  Data	
  ..................................................................................................................................................	
  12	
  
  IV:	
  Analysis	
  Of	
  Statistical	
  Data:	
  .........................................................................................................................	
  13	
  
Annex	
  2:	
  OIRA	
  Statistical	
  Data	
  ...............................................................................................................................	
  15	
  
  	
  
                                                        Section 1: Mission and Programs

         Philosophy is a critical, self-critical, comprehensive inquiry about knowledge, reasoning,
reality, norms, and values. It deals with corresponding problems arising in science, morality, art,
literature, religion, and the social and natural worlds. Accordingly, engaging in philosophy can both
address curiosity about matters of lasting significance and help us develop skills for dealing
intelligently and sensitively with life.

        The Department of Philosophy offers undergraduate major and minor programs with a broad
spectrum of courses reflecting the diversity of western and non-western thought. Majors select two
specializations and minors select one specialization from among the following: history of western
philosophy; African, African-American, and Asian philosophy; logic and philosophy of science;
continental philosophy; theoretical and practical ethics; and philosophy of religion and religious
studies. The department offers its majors the opportunity to write an undergraduate thesis,
supervised by a member of the department. In addition, the department is responsible for
interdisciplinary minors in religious studies, peace studies, and African-American studies and is an
active participant in the University Honors Program.

    The department strives above all for excellence in teaching and for the cultivation of an active
and supportive milieu for undergraduate study and for professional growth. It supports the scholarly
research and professional activities of the faculty.

       •      The Department offers the B.A. with Major in Philosophy
       •      The Department offers a Minor in Philosophy

Annual	
  Report	
                                                                                                                                                              Page	
  1	
  
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
            -­‐2-­‐	
                              2011-­‐2012	
  

       •   The Department houses the following Programs which offer Minors
              o Religious Studies
              o Peace Studies
              o African-American Studies
       •   The Department provides administrative support for the Honors Program

                             Section 2: Summary for Philosophy Major:

 (a)        Philosophy graduates are expected to acquire the following core knowledge areas and
                abilities:
           o         Knowledge of primary sources of significant philosophers including Plato and
                     Aristotle, as well as other major thinkers in the history of philosophy;
           o         Knowledge of basic symbolic logic, including propositional logic and predicate
                     logic, along with the use of logic in the construction of well founded arguments;
           o         Ability to write an extended paper on a philosophical topic, involving a clearly stated
                     thesis and argument based on primary and secondary sources.
           o         The above objectives are met through the following courses in the core of the
                     program:
                   §        Knowledge of primary sources: Phil. 110, Phil. 230
                   §        Knowledge of logic: Phil. 220
                   §        Ability to write an extended paper: Phil. 290, Phil. 400
           o         In addition, each student is required to choose two areas of specialization from
                     among the following offered by the Department:
                   §        History of Western Philosophy
                   §        Continental Philosophy
                   §        Logic and Philosophy of Science
                   §        Theoretical and Practical Ethics
                   §        African, African-American and Asian Philosophy
                   §        Philosophy of Religion
           o         Satisfaction of these requirements is specified in the Catalog, with each
                     specialization requiring 12 credits, at least 3 of which are at the 300 level.

 (b)       Tasks accomplished this year include:
    •      Sequencing of the core courses has been better accomplished – majors in Phil. 290 received
           a letter indicating that they must take Phil. 310 in the Fall 2012 and Phil. 400 in Spring
           2013. Registration for Phil. 310 has improved, along with Phil. 330 (Early Modern), also
           required of majors in the recent program revision.
       •   The subcommittee on Phil. 290/310/400 sequence has produced a first assessment of student
           progress towards learning goals (see attachment)
       •   Recruitment has begun for the new Philosophy Minor, and a poster to be distributed has
           been produced. Recruitment remains low as the minor has just been introduced and is not
           widely known in the university at large.

 (c)        We identify the following strengths and weaknesses of our students:
              o Philosophy majors tend to be concerned with cultural problems of meaning and
                  authenticity

PHILOSOPHY                                                                                           PAGE 2
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
          -­‐3-­‐	
                                     2011-­‐2012	
  

              o Philosophy majors are interested in exploring areas beyond their high school subjects
                and home experience, especially other cultures and ways of knowing
              o Philosophy majors need more practice and expertise in writing papers that meet
                professional standards
              o Philosophy majors need greater preparation in the history of western philosophy to
                meet requirements of graduate schools.

                        Section 3: Summary of Faculty Accomplishments
	
  
                                                (1) Teaching:

       The department for 2011-2012 consisted of 7 full time tenure track or tenured faculty (Don
Adams, Felton Best, David Blitz, Parker English, Eleanor Godway, Audra King, and Pablo
Iannone), and 3 emergency replacements (Shaun Council, Robert Prescott-Ezickson, and Sarah
Stebbins). Parker English was on personal leave for research. Faculty in the Department taught
courses in the Philosophy Program as well as:

Program                                                          Participating Faculty
Honors Program                                                   Blitz, King
Women’s Studies                                                  King, Godway
Religious Studies                                                Best, Prescott-Ezickson
African-American Studies                                         Best, Council
Peace Studies                                                    Blitz, King

                            (2) Creative Activity: Presentations and Publications

Faculty Member                 Title                                                       Type
Adams, Don                     Completed an article on Plato’s Symposium called            Paper – in progress
                               “Aristophanes’ Hiccups” – preparing to submit it
                               to a journal for publication
Adams, Don                     Nearing completion of an article on Aristophanes’           Paper – in progress
                               Clouds called “The Humor of Unversive
                               Transgression in Aristophanes’ Clouds”
Best, Felton                   The Significance of the Black Church in America:            Book – published
                               From the Era of Bishop Richard Allen to Age of
                               Obama. New York: Linus Publications, 2012.
Best, Felton                   "The Significance of the Black Church in                    Chapter - published
                               America: A Challenge to Steve Cohen's The Black
                               the Root of the Problems in the Black
                               Community" American Academy of Religion,
                               Chicago. 2012
Best, Felton                   "Toward A Greater Democracy: The Black Church               Conference
                               and the Civil Rights Movement in the North"                 presentation - invited
                               Morehouse College, Black History Month Lecture,
                               Atlanta, Georgia. 2012
Best, Felton                    "An Analysis of Manning Marables' Malcolm X:               Conference

PHILOSOPHY                                                                                                PAGE 3
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
            -­‐4-­‐	
                              2011-­‐2012	
  

Faculty Member                 Title                                                  Type
                               A Life of Reinvention" National Black Studies          presentation
                               Association, Minneapolis, Minnesota. 2012
Best, Felton                    "W.E. B. DuBois' Impact on Elijah Anderson's          Conference
                               African-American Ethnographic Research and             presentation - invited
                               Code of the Street Thesis" Rutgers University,
                               Black History Month Lecture, New Brunswick,
                               N.J. 2012
Best, Felton                    "Sisters in the Struggle: The Significance of Black   Conference
                               Clergy Women in Africana Liberation                    presentation
                               Movements" Northeast Group on African-
                               American Religion Conference, Newport, Rhode
                               Island, 2011
Best, Felton                    "Shattering Patriarchal Ceilings: Bishop (s) Ida      Conference
                               Robinson, Mary L. Tate and the Development of          presentation
                               Matriarchal Leadership in American Protestanism"
                               Interdenominational Theological Seminary,
                               Atlanta: Georgia, 2011
Best, Felton                   "Reassessing Molefi Kete Asante's The                  Conference
                               Afrocentric Idea: Redefining Blackness in the Age      presentation - invited
                               of Perceived American Post Racialism"
                               Philosophy Born of Struggle Conference, Temple
                               University, Philadelphia, Pennsylvania, 2011
Best, Felton                   "Institution Building: Bishop Richard Allen, the       Conference
                               African Methodist Episcopal Church, and the            presentation - invited
                               Development of Black Private Colleges in
                               America" Wilberforce University, Xenia, Ohio,
                               2011
Blitz, David:                   “Russell on Agnosticism and Atheism”, 2011            Conference
                               Annual Meeting of the Bertrand Russell Society,        presentation
                               June 2011
Blitz, David:                   “Russell on non-Absolute Atheism”, invited            Conference
                               presentation to the Greater Philadelphia               presentation - invited
                               Philosophy Society, October 2011
Blitz, David:                   “The Many Worlds of Bertrand Russell”, Bulletin       Article - published
                               of the Bertrand Russell Society, 146: 3-7, Winter
                               2012.
Blitz, David                   Editor of “The Collected Works of Bertrand             Book – in progress
                               Russell: Campaign for Nuclear Disarmament,
                               1957-1959”
English, Parker                “His Truth Goes Marching Off and On” – work in         Book – in progress
                               progress, ch. 7 in completion
English, Parker,               “'Negritude,' 'Negro expression,' and Performative     Article – submitted
                               Utterances" – submitted to Philosophia Africana




PHILOSOPHY                                                                                           PAGE 4
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
          -­‐5-­‐	
                             2011-­‐2012	
  

Faculty Member                 Title                                               Type
Godway, Eleanor                “Heidegger, Technology and the RiverCube            Conference
                               Project” at the annual conference of the            presentation
                               Association for Graduate Studies in the Liberal
                               Arts (on the topic “Water”), September 13-15th,
                               2011 at Saratoga Springs, NY. This paper will be
                               submitted for publication in the Association’s
                               journal Confluence.
Godway, Eleanor                “Sensuous Healing” presented at the Geo-            Conference
                               Aesthetics Conference Society at Towson             presentation
                               University, Baltimore, MD, March 8th 10th, 2012
Godway, Eleanor                “The Meaning of the RiverCube.” Abstract            Paper –under review
                               submitted to CCSU Sustainability Conference, for
                               publication in the Papers on Global
                               Environmental Sustainability, vol. 2
Godway, Eleanor                “The Lived Reality of Global Development” in        Paper – in progress
                               preparation for the Exploring Development Project
                               organized by Pablo Iannone as part of the ongoing
                               work of the Philosophy and Society Circle at
                               CCSU
Godway, Eleanor                Book Manuscript, “The Philosophy of John            Book – in progress
                               Macmurray” – work in progress for which a leave
                               of absence for research has been granted, Fall
                               2012
Iannone, Pablo,                “Globalization and the Andean Oil Rush” invited     Chapter – in press
                               contribution to Volume V of the annual series
                               Culture and Civilization, vol. 5 (Transaction
                               Publishers) – in press
Iannone, Pablo,                Practical World Dynamics: Philosophical Issues in   Book – in progress
                               Globalization, Fragmentation, and Policy and
                               Decision Making,”
King, Audra                    “Structural Exclusion & Just Development” Ninth     Conference -
                               International Conference of the International       presentation
                               Development Ethics Association, Bryn Mawr
                               College, Bryn Mawr, PA: June 9-11, 2011
King, Audra                    “Leveling the Playing Field: A Principle of         Paper – under review
                               Structural Pluralism for Development,” Culture
                               and Civilization, Vol. V
King, Audra                    “Structural Exclusion & Just Development: The       Paper – revised and
                               epistemic importance of structural diversity for    resubmitted
                               decision-making”, International Journal of
                               Applied Philosophy
Prescott-Ezickson,             Christianity and Mormonism, at a panel discussion   Panel discussion
Robert,                        held at CCSU, Fall 2011
Prescott-Ezickson,             Religion and Ethics in Higher Education,            Conference
Robert,                        OneVoice Conference, in Tarryton, NY, Fall 2011     presentation

PHILOSOPHY                                                                                        PAGE 5
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
            -­‐6-­‐	
                            2011-­‐2012	
  



                        (3) Service to the Department, University and Community

Faculty Member                      Function, Committee                   Type
Adams, Don                          Chair, Senate Curriculum Committee University, Senate
                                                                          responsibility
Best, Felton                        Director, African-American Studies    University, program
                                    Program                               responsibility
Best, Felton                        Coordinator, Religious Studies        University, program
                                    Program                               responsibility
Blitz, David                        Chair, Department of Philosophy       University, program
                                                                          responsibility
Blitz, David                        Co-coordinator, Peace Studies         University, program
                                    Program                               responsibility
Blitz, David                        Coordinator, Bertrand Russell         Service to the discipline
                                    Audio-Visual Project
Blitz, David                        Editor, Bertrand Russell Society      Service to the discipline
                                    Bulletin
Blitz, David                        Local Host, Connecticut Filemaker     State economic development
                                    Pro Database Developer Group
Blitz, David                        Coordination Committee, Arts and      University, program
                                    Sciences Public Policy Committee      responsibility
Blitz, David                        Member, Honors Program                University, program
                                                                          participation
Council, Shawn                      Member, African-American Studies University, program
                                    Program                               participation
English, Parker                     faculty representative to the CCSU    Univeristy, committee
                                    Foundation Board of Directors         participation
Godway, Eleanor                     Member, Committee of the Women        University, program
                                    Gender and Sexuality Studies          participation
                                    Program
Godway, Eleanor                     Convener of the Ad Hoc Committee University, program
                                    working to explore the possibility of participation
                                    establishing the M.A. in Liberal
                                    Studies here at Central
Godway, Eleanor                     Consulting Faculty member on the      Service to the wider academic
                                    Arts and Humanities committee for     community
                                    Charter Oak College
Godway, Eleanor                     External member, hiring committee     Service to the wider academic
                                    for the Philosophy Department at      community
                                    Western Connecticut State
                                    University
Godway, Eleanor:                    Representative CCSU Senate            University, committee
                                                                          membership
Iannone, Pablo:                     CCSU Library Committee                University, committee

PHILOSOPHY                                                                                         PAGE 6
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
           -­‐7-­‐	
                            2011-­‐2012	
  

Faculty Member                      Function, Committee                   Type
                                                                          membership
King, Audra                         Representative, Curriculum            University, committee
                                    Committee                             membership
King, Audra                         Member, Peace Studies Committee,      University, program
                                    Women, Gender and Sexuality           participation
                                    Program, and Honors Program
King, Audra                         Volunteer Teacher, Sustainable Farm   Community engagement
                                    School, West Simsbury, CT
Prescott-Ezickson, Robert           Member, Religious Studies             University, program
                                    Committee                             participation
Stebbins, Sarah                     Commissioner, Colebrook               Community engagement
                                    Conservation Commission

                                              (4) Lecture Series:


                   (i) Carter G. Woodson African-American Studies Lecture Series:

A. C. Roper, Birmingham Alabama Police Chief: “Police Brutality and the Civil Rights
Movement”, Dec. 6, 2011

Prof. Shaun Council, JD: “Innocent Until Proven Guilty? The U.S. Death Penalty And The Case Of
Troy Davis”, Oct. 27, 2011

Dr. Khailah Brown-Dean, "Negotiating Citizenship: The Politics of Punishment in the United
States", Professor of Philosophy and Political Science, Quinnipac University, Thursday Feb. 2nd,
Thorp Theater.

Rev. Dr. Arthur Price, Jr., "The Role of Religion and the Civil Rights Movement", Pastor 16th
Street Baptist Church, Birmingham, Alabama, Thurs. Feb. 9th, Thorp Theater. (Lecture organized
by Professor Steven Balkaran.)

Professor Donna McDaniel, "19th Century African-American Female Abolitionists" Boston
Historical Society, Thursday, February 16th, Marcus White Living Room.

Dr. Benjamin Foster, "The Relevance of Black Studies to Closing the Achievement Gap in
Education" Connecticut Board of Higher education, February 23rd, Founder's Hall.

Dr. Felton O. Best, Chair, Panel with Prof. Katherine Harris, Dr. Reginald Simmons, Dr. Shaun
Council, Prof. Steven Balkaran,, and Prof. Femi Bogle-Assegai: , "Liberty and Justice for All?
Trayvon Martin, Mark Zimmerman, and the Sanford, Florida Police Investigation" April, Founder's
Hall.




PHILOSOPHY                                                                                        PAGE 7
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
                         -­‐8-­‐	
                                             2011-­‐2012	
  



                                           (ii) Religious Studies Lecture Series:

Panel: Dr. Felton O. Best and Dr. Robert Prescott-Ezickson "Can Religion Influence US.
Presidential Elections? The Case of Mitt Romney" Founder's Hall" Oct. 20, 201.

Dr. Norton Mezvinsky, "Who Is Jesus to the Jews" Emeritus CSU Professor of History, CCSU,
April, Founder's Hall.


                                   (iii) Arts and Sciences Public Policy Committee

The	
  Future	
  of	
  Public	
  Higher	
  Education	
  in	
  Connecticut	
  -­‐-­‐	
  a	
  conversation	
  with	
  Ned	
  Lamont,	
  
Michael	
  Meotti,	
  Merle	
  Harris	
  and	
  Bill	
  Cibes,	
  Oct.	
  5,	
  2011	
  

The Future of the Book in the Age of the Internet, panel discussion with Jack Dougherty, Trinity
College, Ed Iglesias and state Librarian Kendall Wiggin, Feb. 15, 2012

Debate between Chris Murphy and Susan Bysiewicz. Candidates for the Democratic Nomination
for Senate; hosted by John Dankovsky for a live presentation of WNPR “Where We Are”, with
panelists Ned Lamont and Oz Griebel, May 24, 2012


                                                         (iv) Peace Studies

Prof. Lawrence Davidson, “Palestine and the Arab Spring: The Bid for Statehood”, Nov. 17, 2011
(cosponsored with Middle East Lecture Series)

Prof. Jerry Lemke, “Hanoi Jane: War, Sex and Betrayal”, Oct. 11, 2011

Ned Lamont, “The Arab Spring: One Year Later”, Feb. 28, 2012

Prof. (emeritus) Norton Mezvinsky, “The Syrian Uprising: Will the Assad Regime Survive?, April
3, 2012

Stephen Kinzer, “America and Iran: What’s Next?”, April 12, 2012

Prof. Mike Alewitz, “The Kent State Massacre: An Eyewitness Account”, April 30, 2012

           Section 4: Contributions to Undergraduate and Graduate Research

Undergraduate Thesis: Steven St. John, “Happiness as a Philosophical Concept”

                     Section 5: Summary of Other Accomplishments (funds)



PHILOSOPHY                                                                                                                         PAGE 8
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
              -­‐9-­‐	
                              2011-­‐2012	
  

Parker English: contributed $2,000 to the Bulloch-English Fund designed to provide scholarships
for CCSU students to study in African universities.

                            Section 6: Progress Towards Meeting Goals

Objective                                 Means of Assessment               Progress
1. Improve overall academic               Develop a database to calculate   Expected for Fall 2012
outcomes in learning for both             GPA per term for philosophy
majors and minors                         courses and compare to overall
                                          GPA; track changes from year
                                          to year to graduation
2. Assess writing skills of               Use intermediary seminar          Assessed for Phil. 290/310/400
students in Major and Minor               (majors and minors) and senior    sequence (see attached report)
                                          seminars (majors) to assess
                                          writing ability of students
3. Increase number of Majors               (a) Maintain a list of majors    List maintained by secretary to
and decrease time to                      and check for continued           be used for database in (1)
graduation of Majors                      enrollment in Philosophy          above. All majors and minors
                                          classes                           meet with department chair for
                                           (b) Meet with Majors to          advising.
                                          advise them in a timely fashion
                                          of requirements
4. Increase number of minors              Discussion underway to create     Social Justice minor has been
taking philosophy                         a Social Justice minor in         launched
                                          addition to the existing
                                          Philosophy minor, to meet
                                          needs of students unable to
                                          take Criminal Justice minor or
                                          interested in more social
                                          dimension of the problem of
                                          justice
5. Assure adequate preparation             (a) Modification of major        One major has written
of majors for graduate or                 program to include more           undergraduate thesis
professional school                       material required by graduate     (optional); preparation for
                                          schools                           thesis option to be included in
                                           (2b) Encourage students to       core writing Phil. 290/310/400
                                          undertake and complete honors     sequence.
                                          thesis (Phil. 440)




PHILOSOPHY                                                                                             PAGE 9
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
             -­‐10-­‐	
                             2011-­‐2012	
  

Objective                                 Means of Assessment              Progress
6. Increase number of majors              Advise majors and minors of      Dept chair has met with
and minors who undertake                  study abroad opportunities,      students going to England for
study abroad (international               especially during junior year    study abroad
education, component of
university Elements of
Distinction)
7. Foster student involvement   Focus on Peace Studies,                    Faculty continue to be active in
in interdisciplinary studies    African-American Studies, and              these programs
(interdisciplinary studies,     Religious Studies as Minors
component of university         for Philosophy Majors, as well
Elements of Distinction         as other ID programs
8. Improve quality of service    (1) Evaluation of Moral Issues            1) Met with Chair of Criminal
courses to other departments    course required by Criminal                Justice/Criminology to discuss
                                Justice;                                   Phil. 144 and new minor in
                                 (2) Maintenance of Computer               Social Justice
                                Ethics which is part of                     (2) Qualified part time faculty
                                Computer Science major                     member assigned to Computer
                                 (3) Intro to Logic to count as            Ethics course, Phil. 235.
                                second course in Math Skill
                                area
9. Improve quality of General   Update standard class                      New student evaluation form
Education courses               evaluation form used by the                has section “myself” on self-
                                department                                 assessment of learning
10. Improve student interaction More focus on student                       (a) Club has met on bi-weekly
and discussion of philosophical Philosophy Club                            basis
issues outside the classroom                                                (b) One film shown in Spring
                                                                           term– followed by discussion
11. Encourage student                     Use content management and        (a) Moodle used by one
familiarity with information              blog/discussion group software   faculty member; Vista by one
technology enhancements to                                                 for summer online class
learning                                                                    (b) Web-site set up and linked
                                                                           to university web; has to be
                                                                           popularized
12. Encourage student                     Invite speakers and organize     Continued invited speakers for
interaction with visiting                 conferences or mini-             African-American, Philosophy,
                                                                           Peace Studies and Public
specialists and speakers                  conferences
                                                                           Policy lecture series (see
                                                                           above)




PHILOSOPHY                                                                                          PAGE 10
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
          -­‐11-­‐	
                              2011-­‐2012	
  


                                       Section 7: Goals for Next Year

a.  (follow-up to assessment): The department will continue to focus on learning objectives for the
   major core writing sequence (Phil. 290/310/400).
b. (goals for the coming year):
        • Finalize a database of all majors and minors to track their progress;
        • Focus on launching the new Social Justice minor.
        • Continue participation in interdisciplinary programs and lecture series
        • Pablo Iannone will begin a research-oriented philosophy group including CCSU Faculty
           and external scholars, the first activity of which will be a conference and proceedings
           entitled Exploring Development: Kinds, Conceptions, Challenges, and Prospects for
           Improvement
c. /d: (resources): We absolutely need to fill the line of retired faculty member Joe McKeon
   (which will be unfilled by a tenure track faculty for a 2nd year); and anticipate the planned
   retirement of another full time tenured member, expected for Aug. 2013.

                            Annex 1: Assessment Reports and Feedback

The following is the Department of Philosophy Assessment Report 2011-2012: B.A. Program in
Philosophy, focused on the core writing sequence (Phil. 290/310/400). (The assessment committee
consisted of Best, Godway and King):

                                    I: Objectives And Learning Outcomes:

 Students who graduate after majoring in Philosophy at Central Connecticut State University
 should be able to:

     1. Articulate an understanding of some of the major philosophers, their philosophies, and areas
        of past and present philosophical thought.

     2. Demonstrate knowledge of the basic principles of logic and argumentation through deductive
        and inductive reasoning.

     3. Critically read a philosophical text as well as extract and evaluate its argument or thesis.

     4. Demonstrate mastery of the fundamental techniques of intellectual inquiry, effective writing,
        as well as critical and creative thinking.

     5. Indicate detailed knowledge of the main texts and close familiarity with the major issues in
        two areas of specialization out of six which is offered by the Department of Philosophy.

        •   Practical and Theoretical Ethics
        •   History of Philosophy
        •   Continental Philosophy
        •   Philosophy of Religion
PHILOSOPHY                                                                                        PAGE 11
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
            -­‐12-­‐	
                       2011-­‐2012	
  

       •    Logic and Philosophy of Science
       •    African, African-American, and Asian Philosophy

                                              II: Assessment Tools:

        The Department of Philosophy Assessment Committee determined that it would evaluate
student’s mastery of its objectives and learning outcomes through assessing performance in three of
its courses which are critical for preparing students for graduate school. These courses are: (1).
Philosophy 290: Philosophical Methods, (2). Philosophy 310: Intermediate Seminar, and
 (3). Philosophy 400: Seminar in Philosophy. The Philosophy Department assesses students learning
through an evaluation of final student papers in each of the above listed courses. The courses are
required of all students who earn a B.A. in Philosophy. It should be noted that Philosophy 400 is our
capstone course taken by seniors where a “significant” research paper is required that demonstrates
mastery of all of the Department of Philosophy’s objectives and learning outcomes.

       As an endeavor to stay within the professional standards within the field of philosophy as
outlined by the APA (American Philosophical Association) the department used the following six
major rubrics to measure student’s mastery of its objectives and learning outcomes, which are:

    1. Demonstration of the ability to recognize primary sources as philosophical documents.
    2. Demonstration of the ability to evaluate philosophical debates.
    3. Demonstration of the ability to create a research paper based upon secondary and primary
       sources.
    4. Demonstration of the ability to determine the thesis in secondary source philosophical
       scholarly literature as well as develop one’s own original argument in their papers.
    5. Demonstrate an advanced command of philosophical knowledge in their writing.
    6. Demonstrate an ability to correctly quote and cite sources in their writing.

The rubrics shall be measures on the following scale which are:
           A. Exceeds Expectation
           B. Meets Expectation
           C. Does Not Meet Expectation

                                               III: Statistical Data

                            Course Philosophy 290: Philosophical Methods N= 16
Rubric                                      Not Met               Meets               Exceeds
Recognition Of Primary                        3 (18.75%)               13 (81.25%)     0 (0%)
Sources
Evaluation Of Philosophical                   5 (31.25%)               11 (68.75%)     0 (0%)
Debates
Effective Use Of Sources                      4 (25.0%)                 12 (75.0%)     0 (0%)
Thesis Determination/                         3 (18.75%)               13 (81.25%)     0 (0%)
Argument
Evidence Of Knowledge                         2 (12.50%)               14 (87.50%)     0 (0%)
Use Of Quotations & Citations                 2 (12.50%)               14 (87.50%)     0 (0%)

PHILOSOPHY                                                                                   PAGE 12
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
            -­‐13-­‐	
                                2011-­‐2012	
  

                      Course Philosophy 310: Intermediate Seminar N= 18
Rubric                               Not Met                 Meets                             Exceeds
Recognition Of Primary               2 (6.25%)             14 (87.5%)                         2 (6.25%)
Sources
Evaluation Of Philosophical         4 (12.50%)            12 (81.25%)                         2 (6.25%)
Debates
Effective Use Of Sources             2 (6.25%)            16 (93.75%)                           0 (0%)
Thesis                              1 (3.125%)            16 (93.75%)                         1 (3.125%)
Determination/Argument
Evidence Of Knowledge               1 (3.125%)           17 (96.875%)                           0 (0%)
Use Of Quotations & Citations        2 (6.25%)            16 (93.75%)                           0 (0%)


                      Course Philosophy 400: Seminar In Philosophy N= 12
                                 Not Met                     Meets       Exceeds
Recognition Of Primary                0 (0%)              7 (58.33%)         5 (41.67%)
Sources
Evaluations Of Philosophical          0 (0%)              4 (33.33%)         8 (66.67%)
Debates
Effective Use Of Sources              0 (0%)              8 (66.67%)         4 (33.33%)
Thesis                                0 (0%)               9 (75.0%)          3 (25.0%)
Determination/Argument
Evidence Of Knowledge                 0 (0%)             10 (83.33%)         2 (16.67%)
Use Of Quotations & Citations         0 (0%)               9 (75.0%)          3 (25.0%)

                                         Iv: Analysis Of Statistical Data:

 The data reveals that as students progressed in the sequence of our Department of Philosophy’s
intensive writing courses 290: Philosophical Methods (Sophomore Year), 310: Intermediate
Seminar (Junior year), and 400: Seminar in Philosophy (Senior Year) the quality as well as the
sophistication of their writing significantly improved.

A. Does Not Meet Expectations Analysis:

Philosophy 290                            Philosophy 310                     Philosophy 400
19.79%                                    6.25%                              0%

B. Meets Expectations Analysis:

Philosophy 290                            Philosophy 310                     Philosophy 400
80.21%                                    91.15%                             65.27%

C. Exceeds Expectations Analysis:

Philosophy 290                            Philosophy 310                     Philosophy 400
O%                                        2.60%                              34.73%

PHILOSOPHY                                                                                            PAGE 13
	
  
PHILOSOPHY	
  DEPT.	
  ANNUAL	
  REPORT	
     -­‐14-­‐	
                              2011-­‐2012	
  


        During the academic year of 2011-2012 the statistical data reveals that students who (met or
exceeded expectations) in Philosophy 290= 80.21%, Philosophy 310= 93.75% and Philosophy 400=
100.0%. As students progressed in the sequence of their sophomore to senior intensive writing
classes they learned to become better scholarly writers. Again, a primary focus of our department is
to prepare our graduates to enter graduate school and/or to have critical thinking skills with
excellent prose which will aid in their success within their chosen professions. By the time that our
Seniors completed Philosophy 400 an impressive 34.73% of them (exceeded expectations) and
100% (met or exceeded expectations) which is a strong indication of their preparation for graduate
school. In fact, strong evidence of the development of their writing can be seen by the end of the
Junior course Philosophy 310 whereas 91.5% of them (met expectations), and 93.75% (met or
exceeded expectations.) Students also had a positive variance of 19.79% between their initial
Sophomore level intensive writing course Philosophy 290 regarding those who (met and exceeded
expectations) and the Senior Philosophy 400 class. A stronger correlation of the improvement in
student’s writing skills between Philosophy 290 (sophomore level) and Philosophy 400 (senior
level) can be seen in the categorical analysis of (exceeds expectations). In Philosophy 290 zero (
0%) exceeded expectations in scholarly writing, whereas, Philosophy 400 reveals that 34.73%
exceeded such expectations.

        In the forthcoming academic year of 2012-2013 the Department of Philosophy Assessment
Committee plans to continue our inquiry in terms of how a greater percentage of our students can
meet and exceed expectations in academic writing. We also plan to investigate how the percentage
of students who do not meet expectations in writing standards can be reduced.

                                                                Annual Report Submitted May 2012




PHILOSOPHY                                                                                   PAGE 14
	
  
                                       OIRA Statistical Report
Completions
Philosophy
                                                                       2006­07       2007­08   2008­09   2009­10   2010­11
Degree Level   Program Name         Degr.           Gender                  N             N         N         N         N
1­Bachelor's   Philosophy           BA              Men                     1             5         5         6         2
                                                    Women                                 1                   3         1
                                                    Degree Total            1             6         5         9         3
                                    Program Total                           1             6         5         9         3
Total                                                                       1             6         5         9         3




Completions by Award Level

                  10                                            9


                 7.5               6
                                                   5
                   5
                                                                                 3

                 2.5        1


                   0
                       2006­07   2007­08        2008­09      2009­10        2010­11


                                            1-Bachelor's
Philosophy
BA
CT Dept. of Higher Ed. Program Number 00088

Completions 2005-06 to 2009-10 by Gender and Race/Ethnicity

                                                                 2005-06 2006-07 2007-08 2008-09 2009-10


Program Name      Degr.   Dhecde Gender Race                          N       N       N          N    N
Philosophy        BA      00088 Men     White, Non-Hispanic           1       1       4          4    6
                                        Race/Ethnicity Unknown        1               1          1
                                        Total                         2       1       5          5    6
                                Women White, Non-Hispanic             2               1               3
                                        Race/Ethnicity Unknown        1
                                        Total                         3               1               3
                                Total                                 5       1       6          5    9




Completions 2009-10 by Race/Ethnicity


       9 (100%)
                                                                           White, Non-Hispanic
Philosophy
BA
CT Dept. of Higher Ed. Program Number             00088

Completions 2010­11 by Gender and Race/Ethnicity

                                                                                                     2010­11
 Program Name          Degr.   Dhecde    Gender    Race                                                      N
 Philosophy             BA              00088 Men           White                                            2
                                                            Total                                            2
                                                  Women White                                                1
                                                            Total                                            1
                                                  Total                                                      3
                         Grand Total All Degr.                                                               3




Completions 2010­11 by Race/Ethnicity



           3 (100%)
                                                                                                                      White




Race/ethnicity data collection and reporting change in 2010-11 and figures may not be comparable to previous years.
Fall Headcount Enrollment by Program

Philosophy


                                                                     Fall 2007   Fall 2008    Fall 2009      Fall 2010   Fall 2011
Level         Program Name            Credential   Major/pre­major          N           N             N             N           N
Undergraduate Philosophy              BA           Major                   25          29            22            16          25
                                      Total                                25          29            22            16          25
Total                                                                      25          29            22            16          25




  Fall Headcount Enrollment by Level
                                        29
                   30         25                                           25
                                                     22

                   20                                           16


                                                                                             Undergraduate
                   10


                     0
                           Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Philosophy
BA
Fall Headcount Enrollment by Gender and Race/Ethnicity
                                                         Fall 2005   Fall 2006   Fall 2007   Fall 2008   Fall 2009
Credential   Major/pre­   Gender   Race/Ethnicity               N           N           N           N           N
             major
BA           Major        Men      Black, Non­Hispanic          1           2                       1
                                   Hispanic                                                                     1
                                   White, Non­Hispanic         10          12          19          21          13
                                   Unknown/No Report            2           3           2           1
                                   Total                       13          17          21          23          14
                          Women    Hispanic                     1
                                   White, Non­Hispanic          4           4           4           6           8
                                   Total                        5           4           4           6           8
                          Total                                18          21          25          29          22
Total                                                          18          21          25          29          22
Philosophy
BA
Fall Headcount Enrollment by Gender and Race/Ethnicity
                                                                                     Fall 2010     Fall 2011
Credential   Major/pre­major   Gender    Race/Ethnicity                                       N           N
BA           Major             Men       Hispanic or Latino                                               1
                                         Black or AfricanAmerican                                         2
                                         Asian                                                            1
                                         White                                                 8         10
                                         Two or More Races                                     1          1
                                         Unknown                                                          1
                                         Total                                                 9         16
                               Women     White                                                 6          8
                                         Two or More Races                                     1          1
                                         Total                                                 7          9
                               Total                                                          16         25
Total                                                                                         16         25




                      Note: Race/Ethnicity data collection and reporting change in 2010-11.
                      New reporting categories may not be comparable to previous years.
Philosophy
BA
Fall Headcount Enrollment by Class Level

                                              Fall 2007   Fall 2008   Fall 2009   Fall 2010      Fall 2011
Credential Major/pre­major Class                     N           N           N            N               N
BA         Major           First Year                2           4           1             3              2
                           Sophomore                 6           2           3             2              6
                           Junior                    7           9           7             8              7
                           Senior                   10          14          11             3             10
           Total                                    25          29          22            16             25
Total                                               25          29          22            16             25




Fall 2011 Headcount Enrollment by Class Level


                                    6 (24%)




         7 (28%)                                 2 (8%)


                                                                                  1.First Year (0­25 credits)
                                                                                  2.Sophomore (26­53 credits)
                                                                                  3.Junior (54­85 credits)
                                                                                  4.Senior (86+ credits)


                                    10 (40%)
Philosophy
BA
Fall Headcount Enrollment by Enrollment Status and Student Type
                                                                              Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Credential   Major/pre­ Enrollment Group of StuType                                  N         N         N         N         N
             major       Status

BA           Major       Full­Time   Continuing                                     22        19        17        13        16
                                     New First­Time                                  1         2                             1
                                     New Transfer                                              2         1         2         3
                                     Other (Readmit & Non­Matric to Matric)                                                  2
                                     Total                                          23        23        18        15        22
                         Part­Time   Continuing                                      2         5         4                   2
                                     New Transfer                                                                  1         1
                                     Other (Readmit & Non­Matric to Matric)                    1
                                     Total                                           2         6         4         1         3
                         Total                                                      25        29        22        16        25
Total                                                                               25        29        22        16        25




        Fall Headcount Enrollment by Enrollment Status

        25    23             23                                         22
                                             18
        20                                                15
        15
        10                           6
                                                    4                                                         Full­Time
                     2                                                          3
         5                                                      1                                             Part­Time

         0
             Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Historical Student Credit Hours and Full­Time Equivalent Enrollment

Philosophy



                       Undergraduate            Graduate                                                     Graduate 
                       Student Credit         Student Credit  Total Student  Undergraduate                     FTE              Total FTE 
                           Hours                  Hours       Credit Hours FTE Enrollment                    Enrollment         Enrollment
Fall 2007                     3,361                     9               3,370                 224.1                 0.8            224.8


Fall 2008                     3,633                  27                 3,660                 242.2                 2.3            244.5


Fall 2009                     3,790                  39                 3,829                 252.7                 3.3            255.9


Fall 2010                     4,231                  33                 4,264                 282.1                 2.8            284.8


Fall 2011                     4,365                     6               4,371                 291.0                 0.5            291.5




                                  Graduate and Undergraduate FTE Enrollment
                                                                                        282.1               291.0
                300                                                  252.7
                                                  242.2
                               224.1

                200



                100

                        0.8                 2.3                3.3                2.8                 0.5
                  0
                         Fall 2007          Fall 2008          Fall 2009          Fall 2010           Fall 2011

                                                               GRTot_FTE
                                                               UGTot_FTE




This report summarizes the total student credit hours and total FTE enrollment. Student credit hours are measured on the official census date 
at the third week of the semester and are attributed by the home department of the faculty member teaching the course. Data source: IR Data 
Warehouse Coursefile. Query location: I:\O P I R\Programs\BRIO QUERYS\Within\Student Credit Hours and FTE Enrollment.
Produced by the CCSU Office of Institutional Research and Assessment
Faculty Metrics

                                                                                                                             Fall         Fall          Fall          Fall         Fall          Fall         Fall        Spring         Spring          Spring      Spring   Spring   Spring   Spring
                                                                                                                            2005         2006          2007          2008        2009+         2010+        2011+          2006           2007            2008        2009     2010+    2011+    2012+
            Philosophy
                   Number of FT Teaching Faculty Headcount                                                                      9            8             8             8            9             9            9             10               8              8          8        9        9        9
                   Number of FT Faculty with 12 or more instru. Load credits                                                    5            4             4             2            3             6            4               3              1              4          2        4        3        6
                   Number of FT Faculty on Sabbatical                                                                           0            0             1             0            2             0            1               0              0              1          0        1        0        0
                   Number of Student Credit Hrs (FT)                                                                        1952         1747          1750          1764         1975          2341         2553            2060           1478           1710       1735     1931     1989     2462
                   Ratio of Number of Credit Hrs Taught Per Faculty (FT)                                                     217          218           219           221          219           260          284             206            185            214        217      215      221      274
                   Number of Student Contact Hrs (FT)                                                                       1952         1747          1750          1767         1975          2341         2553            2060           1482           1713       1735     1931     1989     2462
                   Ratio of Number of Contact Hrs Taught Per Faculty (FT)                                                    217          218           219           221          219           260          284             206            185            214        217      215      221      274
                   Number of Instructional Load Credits (FT)                                                                  91           74            69            72           66            94           81              86             69             74         66       78       86        97
                   Number of Non-Instructional Load Credits (FT)                                                              24           19            30            25           48            18           30              21             22             22         19       27       27        15
                   Number of Load Credits for Research (FT)                                                                     0            0             0             6            6             0            3               6              6              3          3        0        6        0
                   Number of Load Credits for Chair (FT)                                                                        6            6             6             6            6             6            6               6              6              6          6        6        6        6
                   Number of All Other Non-Instructional Load Credits (FT)                                                    18           13            24            13           36            12           21                9            10             13         10       21       15         9
                   Number of Forward Over/Under Load Credits (FT)                                                            55.3         48.5          46.4          47.6         42.4          43.5         49.9            42.6           43.1           46.7       36.5     39.2     48.1     53.5
                   Num of Instr. Load Credits from UG Level                                                                                                                                                                                                                                       96.6
                   Num of Instr. Load Credits from GR Level                                                                                                                                                                                                                                        0.0
                   Ratio of Instructional Load Credits Per Faculty (FT)                                                      10.1          9.2           8.7           9.0          7.3          10.5          9.1             8.6            8.6            9.3        8.2      8.7      9.5     10.7
                   Ratio of Total Load Credits Per Faculty (FT)                                                              12.7         11.6          12.4          12.2         12.7          12.5         12.4            10.7           11.3           12.0       10.6     11.7     12.5     12.4
                   Ratio of Total Forward Over/Under Load Credits Per Faculty (FT)                                            6.1          6.1           5.8           5.9          4.7           4.8          5.5             4.3            5.4            5.8        4.6      4.4      5.3      5.9
                   Ratio of Student Credit Hours Per FTE FT Instructional Faculty Load                                       258          283           303           293          360           298          376             289            259            276        316      298      279      306
                   Ratio of Student Contact Hours Per FTE FT Instructional Faculty Load                                      258          283           303           294          360           298          376             289            260            277        316      298      279      306
                   Number of PT Teaching Faculty Headcount                                                                      6          10            11            12           11            12           11                6              9            10         10       11       12         9
                   Number of Student Credit Hrs (PT)                                                                        1233         1386          1620          1896         1854          1923         1818             897           1533           1740       1782     1815     1839     1212
                   Ratio of Number of Credit Hrs Taught Per Faculty (PT)                                                     206          139           147           158          169           160          165             150            170            174        178      165      153      135
                   Number of Student Contact Hrs (PT)                                                                       1299         1386          1620          1896         1854          1923         1818             897           1533           1740       1782     1815     1839     1212
                   Ratio of Number of Contact Hrs Taught Per Faculty (PT)                                                    217          139           147           158          169           160          165             150            170            174        178      165      153      135
                   Number of PT Load Credits                                                                                  24           45            51            60           60            63           57              27             48             54         54       57       57        42
                   Num of PT Instr. Load Crdts from UG Level                                                                                                                                                                                                                                        42
                   Num of PT Instr. Load Crdts from GR Level                                                                                                                                                                                                                                         0
                   Ratio of Load Credits Per Faculty (PT)                                                                    4.0          4.5           4.6           5.0          5.5           5.3           5.2            4.5            5.3            5.4         5.4      5.2      4.8      4.7
                   Ratio of Student Credit Hours Per FTE PT Faculty Load                                                    617          370           381           379          371           366           383            399            383            387         395      382      387      346
                   Ratio of Student Contact Hours Per FTE PT Faculty Load                                                   650          370           381           379          371           366           383            399            383            387         395      382      387      346
                   Percent of Student Credit Hrs Taught by FT                                                             61.3%        55.8%         51.9%         48.2%        51.6%         54.9%         58.4%          69.7%          49.1%          49.6%       49.3%    51.5%    52.0%    67.0%
                   Percent of Student Contact Hrs Taught by FT                                                            60.0%        55.8%         51.9%         48.2%        51.6%         54.9%         58.4%          69.7%          49.2%          49.6%       49.3%    51.5%    52.0%    67.0%
                   Percent of Instructional Load Credits Taught by FT                                                     79.1%        62.2%         57.6%         54.6%        52.3%         59.9%         58.8%          76.0%          58.8%          57.9%       54.9%    57.7%    60.0%    69.7%




            Number of Full-Time Teaching Faculty includes instructors, asst. professors, assoc. professors and professors, and excludes all coaches, librarians and counselors.
            Full-Time Faculty Instructional Load Credits includes load credit given to full-time faculty for instructional activity, including thesis, indept study, instructional load, lab, practicum, other (see Articles 10.6.1, 10.6.4, 10.6.5, 10.10, 10.11,
            10.12, and 10.12.1 of the CSU-AAUP Contract).
            Full-Time Faculty Non-Instructional Load Credits includes load credit for full-time instructional faculty attributable to sabbatic leave, sick leave, and other leaves; and all reassigned time awarded, including that for administrative duties,
            curriculum development, faculty development, instructional enhancement, research, retraining; and other non-instructional duties (see Articles 10.6.1, 10.6.4, 10.6.5, 10.10, 10.11, 10.12, and 10.12.1 of the CSU-AAUP Contract).
            Forward Over/Under Load Credits represents the surplus or deficit of load credits for overloads or under-loads carried forward into the next semester (see Article 10.5 of the CSU-AAUP Contract).
            Part-Time Faculty Load Credits includes load credit given to Lecturers for instructional activity (as defined above), and excludes all part-time coaches, librarians, counselors and non-teaching lecturers (include any load credits given to
            non-teaching lecturers attributable to instructional activities pursuant to 10.2.1, 10.4.1 & 10.4.2 of the CSU-AAUP Contract).




Office of Institutional Research & Assessment                                                                                                                  16 of 45                                                                                                                   Last Modified: 4/18/2012
Department of Philosophy
National Study of Instructional Costs and Productivity (Delaware Study)
Instructional unit costs, research and public service expenditures, FY07 - FY11

Column Definitions
A: Fiscal Year                                          B: Number of institutions in classification
1: Total FTE faculty                                    4: Direct instructional exp/SCH ($)                        7: Research exp /FTE tenured & tenure-track faculty ($)
2: Tenured/tenure-track fac as % of total               5: Direct instructional cost/FTE student ($)               8: Public serv exp /FTE tenured & tenure-track faculty ($)
3: Total FTE instructional faculty                      6: Personnel cost as % of direct instr'l exp               9: Research & public serv exp /FTE tenured & tenure-track faculty ($)

                                                                                   Degrees               % UG
     CIP        Discipline                                  (A)          (B)       awarded               degree         (1)       (2)        (3)       (4)       (5)     (6)        (7)        (8)        (9)

    38.01       Philosophy               CCSU          FY07               N            B             100%             11.50      62%       9.92      161     4,837        99         0          0         0
                                                                                                                                                                                                                              Direct Instructional Cost / FTE Student
                                         Research                         50                                                                         160     4,731        96     1,456         39     1,461
                                         Doctoral                         12                                                                         162     4,885        97       442          0       442     $6,000
                                         Comprehensive                    50                                                                         129     3,838        98        45          1        37     $5,000                                             Research
                                         Baccalaureate                    10                                                                         154     4,570        97         0          0         0     $4,000                                             Doctoral
                                         CCSU          FY08               N            B             100%             12.53      48% 10.03           164     4,906        99         0          0         0     $3,000
                                                                                                                                                                                                                                                                   Comprehensive
                                         Research                         51                                                                         165     4,828        96     3,422         13     3,418     $2,000
                                                                                                                                                                                                                                                                   Baccalaureate
                                         Doctoral                          9                                                                         163     4,816        96        33          0        33     $1,000
                                         Comprehensive                    53                                                                         140     4,191        98        79         24       140         $0                                             CCSU
                                         Baccalaureate                    13                                                                         188     5,634        97         0          0         0               FY07 FY08 FY09 FY10 FY11

                                         CCSU          FY09               N            B             100%             13.10      55% 11.02           163     4,877        99         0          0         0
                                         Research                         48                                                                         161     4,731        97     1,639         58     1,836               Research & Public Service Expenditures / FTE
                                         Doctoral                          6                                                                         147     4,368        97       192          0       192                                 Faculty
                                         Comprehensive                    47                                                                         148     4,417        98        23         23       114
                                                                                                                                                                                                                $4,000
                                         Baccalaureate                    12                                                                         162     4,856        97       146          0       146                                                       Research
                                         CCSU          FY10               N            B             100%             14.49      43% 10.49           163     4,886        99         0          0         0     $3,000
                                                                                                                                                                                                                                                                  Doctoral
                                         Research                         54                                                                         177     5,167        97     2,401         45     2,375     $2,000
                                                                                                                                                                                                                                                                  Comprehensive
                                         Doctoral                          9                                                                         150     4,476        98        15          0       348
                                                                                                                                                                                                                $1,000                                            Baccalaureate
                                         Comprehensive                    60                                                                         147     4,431        98        18          2        41
                                         Baccalaureate                    10                                                                         164     4,930        97         0          0         0         $0                                            CCSU
                                                                                                                                                                                                                          FY07 FY08 FY09 FY10 FY11
                                         CCSU          FY11               N            B             100%             14.60      52% 13.10           179     5,365        99         0          0         0
                                         Research
                                         Doctoral
                                         Comprehensive
                                         Baccalaureate

This report provides information for Central Connecticut State University (CCSU) submitted to the Delaware Study of Instructional Costs and Productivity. Importantly, this study most centrally measures how much departmental activities cost in
relation to the revenue (student credit hours) they generate. Costs are measured in terms of direct instructional expenditures per credit hour. It is important to recognize that credit hours represent in many ways a measure of revenue from instructional
activity more than the work required to deliver that instruction. In this respect, the cost metric is already inflected to some extent by the tuition revenue generated, but this inflection is necessary to control for variation in program size within the
institution and among institutions. Indirect expenditures are not considered. The metric for productivity in this study is revenue from grants and public service and is measured in dollars per full-time equivalent tenured and tenure-track faculty member.
In order to standardize comparisons across institutions, the Delaware Study uses a specialized definition of faculty FTE, and so figures for faculty FTE as reported here may not agree with other tables in this report.

								
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