APERRC Outline of Statement Regarding Philosophy

I. Executive summary
II. Committee charge
III. Committee makeup
IV. Committee process
V. Criteria for formulating recommendation (based on Article 18 of the UPI Contract)
A. Program costs and enrollment history
B. Contributions of the program to:
1. General education
2. Interdisciplinary functions
3. Service functions
4. Graduation requirements
5. University curriculum
C. Contributions of the program to mission and goals of the University.
VI. Additional commentary and evaluation:
A. Sustainability of Philosophy
B. Potential effects of reorganization/restructuring or reduction of Philosophy
program
C. Potential for growth if program is sustained

1
 APERRC Statement Regarding Philosophy

I. Executive Summary:
The Academic Program Elimination/Reorganization Review Committees charge1 is to provide
recommendations to the Provost concerning academic programs/academic departments being
considered for elimination or reorganization which would result in the layoff of an employee.
Article 18 further states the criteria the Committee shall use in their evaluation. Key findings and
conclusions for each criterion are included below:

Program Costs and Enrollment:

The Philosophy Department has netted a profit over the past five academic years.2
o Like the University as a whole, Philosophy saw a drop in enrollment (and profitability)
following the 2011-2012 academic year.
Total enrollment in major, general education, and service courses (taken by students in
affiliated minors and majors) is relatively steady and strong, ranging from 389 to 542 over
the past six semesters.
Enrollment for Philosophy has been more stable than enrollment for the University.
Enrollment for the university has decreased each of the past four terms, while enrollment for
Philosophy increased for two terms.
Conclusion: The overall profitability (reviewing the past five years) of the department and
stability of enrollment relative to the University as a whole do not warrant elimination,
reorganization, or reduction of the program or the major.

Contributions of the Program to General Education:

The Philosophy Department is a vital component of General Education which fulfills the
mission of EIU by promoting rigorous inquiry, applied learning experiences, developing
reasoning and communication skills, and supporting diversity and inclusion.
Conclusion: Any loss of these courses or the faculty who teach them due to elimination,
reorganization, or reduction would detrimentally affect all EIU students, not just those
majoring in Philosophy, and stand at odds with the mission of the University.

Contributions of the Program to Interdisciplinary and Service Functions, Graduation

Requirements, and University Curriculum:
Faculty members in EIUs Philosophy Department have developed a dynamic curriculum
that reaches into 9 minors and 7 majors.
Twenty-one different Philosophy courses are offered in service of other programs, four of
which are required by various programs. Philosophy is a key service department.
Elimination, reorganization, or reduction of the Philosophy program or major would impact
the graduation requirements of many minors and majors on campus.
1
UPI Contract, Article 18.
2
March 7, 2017 Profit/Loss Statements provided by the VPAAs office. These numbers include income/costs for the
past five years. [See Appendix A]
2
 Philosophy is integrated into the University curriculum, as it is central to a well-rounded
education.
Conclusion: EIU needs to maintain a full-fledged Philosophy department in order to live up
to our Mission and maintain relevant, robust, and rigorous University curricula.

Contributions of the Program to Mission and Goals of the University:

EIUs Mission states that students will learn the methods and results of free and rigorous
inquiry in thehumanities and refine their abilities to reason and to communicate clearly
so as to become responsible citizens and leaders. At its core, Philosophy is the study of
knowledge, truth, objectivity, and reasoning.
o The study of Philosophy enhances students abilities to critically interpret, analyze, and
communicate, which are key skills for 21st century learners and responsible citizens.
Conclusion: Elimination, reorganization, or reduction of the Philosophy program or major
would disallow students whether they encounter philosophy courses as part of their general
education, their minor, or their major area of study opportunities to understand and embody
the ideals that are espoused within the Mission and Undergraduate Learning Goals of EIU.

Final Recommendation:
Philosophy, like EIU as a whole, has experienced challenges following the dramatic
enrollment decline of 2011 and 2012.
Although enrollment and profitability can change from year to year, the values espoused by
our University do not.
o Philosophy, as a program and discipline, is an integral part of a broad education and an
essential part of developing critical thinkers and responsible citizens all of which are
embedded in EIUs Mission and Undergraduate Learning Goals.
Philosophy courses are included in the curricula of nine minors and seven majors.
Elimination, reorganization, or reduction of the Philosophy program or major would have a
detrimental effect on retaining and recruiting Philosophy faculty, which would diminish the
quality of the program, negatively affect students, and stand at odds with the mission and
goals of the University.
Faculty in Philosophy have developed innovative and dynamic curricular proposals
(increased online course offerings, ethics certificate, integrated philosophy majors, a 30-hour
major) that will strengthen and sustain Philosophy and the numerous programs served by the
department.
The Committee recommends that there be no elimination, reorganization, or reduction
of the Philosophy program or major.

3
II. Committee charge:

The Committees charge is set forth by the UPI Contract in Article 18, which is summarized
below:

The sole purpose of the Academic Program Elimination/Reorganization Review Committee

shall be to provide recommendations to the Provost concerning academic programs/academic
departments being considered for elimination or reorganization which would result in the layoff
of an employee.

In the process of developing its recommendations, the Committee shall review program costs and
enrollment history; contributions of the program to the general education requirements,
interdisciplinary and service functions, graduation requirements, and the University curriculum;
and contributions of the program to the mission and goals of the University.

Before the University formally transmits its recommendations on program status to the Board,
the Academic Program Elimination/Reorganization Review Committee shall make its
recommendations to the Provost by March 15. The Committee's recommendations shall be
included with the University's recommendations and sent to the Board.

III. Committee makeup:

Dr. Richard G. Jones, Jr., Chair of Committee, Associate Professor, Communication Studies
Dr. Jake Emmett, Professor, Kinesiology
Ms. Jill Fahy, Associate Professor, Communication Disorders and Sciences
Dr. Frances Murphy, Professor, Family and Consumer Sciences
Dr. Jeanne Okrasinski, Associate Professor, Early Childhood/Elementary/Middle Level
Education
Dr. Kathleen ORourke, Professor, Family and Consumer Sciences

4
IV. Committee process:

The Committee met eight times during the time period of January 20th, 2017 to March 6th, 2017
and communicated between meetings via email.

The Committee received information on January 20th, 2017 from the administration regarding
four programs designated for elimination or restructuring.

The Committee decided to only review Philosophy since that is the only program the Committee
is contractually obligated to review as elimination or reorganization of this program would result
in a reduction of Unit A employees.

The Committee reviewed closely the information provided by the administration in the original
packet received January 20, 2017, which included:
Data on majors, credit hours, and full time equivalent (FTE)
Program profit and loss statements
Major assessment profiles
Affected course offerings
Dean and program comments to Workgroup 7 recommendations
Workgroup 7 worksheets and annotations.

The Committee communicated with UPI leadership and Philosophy faculty for additional
information and clarification.

The Committee requested and received from the administration updated profit and loss
statements.

The Committee used the language of UPI contract, Article 18 to organize this report.

The Committee identified additional areas for evaluation not required by the contract language.

The Committee finalized its report and submitted it to the Provost on Monday, March 13, 2017.
The Committee also shared the full report with the Philosophy Department chair and UPI. The
Committee also shared the report (minus the Appendices) with The Daily Eastern News, and the
JG-TC.

5
V. Criteria for formulating recommendation (based on Article 18 of the UPI Contract)

A. Program costs and enrollment history

Profit and Loss Analysis3:

The following table includes data for all students taking PHI courses during the academic year.
These figures include scholarships and waivers.4

Academic Year Tuition Less Department

Expenses

2011-2012 390,760

2012-2013 261,272

2013-2014 190,823

2014-2015 140,825

2015-2016 213,064

Enrollment5:

Term General Education Non-General Education Total

FA14 412 144 526

SP15 326 77 403

FA15 446 96 542

SP16 412 72 484

FA16 438 100 538

SP17 299 90 389

3
Information taken from Profit/Loss Analysis provided to the Committee by the Provost on 4/7/2017. [See
Appendix A]
4
The Committee contends that scholarship and waiver money should be reflected in these figures. The Philosophy
department attracts meritorious students who have earned scholarships and waivers. The Department is not
responsible for waivers and the waivers would be used whether students were taking courses in Philosophy or not.
5
Information taken from Philosophy Departments self-reported data.
6
University Enrollment and Philosophy Enrollment6:

FA14 - FA15 SP15 - SP16 FA15 - FA16 SP16 - SP17

PHI +8.25% +26.38% -.73% -19.62%

EIU -5.72% -5.31% -14.40% -16.54%

Summary and Evaluation of Program Cost and Enrollment:

The Philosophy Department operates with a profit, bringing in more total tuition,
including waivers and scholarships, than total departmental expenses.
Total enrollment in major, general education, and service courses (taken by students in
affiliated minors and majors) is strong, ranging from 389 to 542 over the past six
semesters.
Enrollment for Philosophy has been more stable than enrollment for the University.
Enrollment for the university has decreased each of the past four terms, while enrollment
for Philosophy increased for two terms.
Conclusion: The overall profitability of the department and stability of enrollment in
courses offered by the department do not warrant elimination or restructuring of the
program or the major.

6
Information taken from Philosophy Departments self-reported data.
7
B. Contributions of the program to:

1. General education:

General Education at Eastern Illinois University offers students an intellectual foundation

for their academic, professional, and personal lives.

The General Education program is aligned with the Universitys mission to help students
refine their abilities to reason and to communicate clearly so as to become responsible
citizens and leaders.7

The Philosophy Department offers eight courses in the Humanities segment:

* = Cultural Diversity Designation

PHI 1000G - God, Freedom, Knowledge and Values: An Introduction to Philosophical

Questions.
PHI 1090G - God, Freedom, Knowledge and Values: An Introduction to Philosophical
Questions, Honors.
PHI 1900G - Logical and Critical Reasoning.
PHI 1990G - Logical and Critical Reasoning, Honors.
PHI 3100G - Cultural Foundations I.*
PHI 3110G - Cultural Foundations II.*
RLS 1200G - Introduction to Religious Studies.*
RLS 1290G - Introduction to Religious Studies, Honors.*

The Philosophy Department offers four courses in the Social and Behavioral
Sciences segment:

PHI 2500G - The Good Life: An Introduction to Ethics.*

PHI 2590G - The Good Life: An Introduction to Ethics, Honors.*
PHI 3050G - Social and Political Philosophy.
PHI 3700G - Language and Human Nature.

The Philosophy Department offers one Senior Seminar:

EIU 4167G - The Meaning of Life.

7
EIUs General Education Faculty Handbook [Draft].
8
Summary and Evaluation of Contribution of Philosophy to General Education:

The Philosophy Department at EIU is the vital core to General Education which
fulfills the mission of Eastern Illinois University by promoting rigorous inquiry,
applied learning experiences, developing reasoning and communication skills, and
supporting diversity and inclusion.
o Over half (57-65%) of CUs within the Philosophy Department are
assigned to the teaching of General Education courses.
General Education Philosophy courses are integral to fulfilling our
undergraduate learning goal of Critical Thinking.
o While critical thinking is targeted across the Philosophy curriculum, PHI
1900G is a foundational course for providing critical and analytic thinking
skills that are embedded into the University mission, the learning goals,
and general education.
o As EIU moves forward with implementation and infusion of the learning
goals adopted in 2015, there is potential for this course to expand.
General Education Philosophy courses are integral to fulfilling our
undergraduate learning goal of Responsible Citizenship specifically the
sub-goal of Engaging with diverse ideas, individuals, groups, and cultures.
o Six courses offered by Philosophy in the general education curriculum
fulfill the cultural diversity requirement.
o As with critical thinking, an understanding of cultural diversity is
embedded in the mission of the university and the learning goals,
specifically responsible citizenship.
Conclusion: Any loss of these courses or the faculty who teach them due to
elimination, reorganization, or reduction would detrimentally affect EIU students
and stand at odds with the mission of the University.

2. Interdisciplinary functions of the Philosophy Department:

Philosophy courses are part of the course offerings for nine minors:

Neuroscience Minor
Pre-Law Studies Minor
Medieval Studies Minor
Asian Studies Minor
Religious Studies Minor
Anthropology Minor
Womens Studies Minor
Criminology Minor
Philosophy Minor

9
 Three of those minors require Philosophy courses:

Neuroscience Minor PHI 3540 Philosophy of Mind

Pre-Law Studies Minor PHI 1900G Logical and Critical Reasoning

PHI 3070 Philosophy of Law

Religious Studies Minor PHI 3600 Philosophy of Religion

Neuroscience Minor (20-21 hrs) Pre-Law Studies Minor (15 hrs)

Required in core: PHI 3540 Philosophy
of Mind
Electives:
PHI 3700G Language and Human Nature
PHI 3780 Philosophy of Science
PHI 3900 Symbolic Logic
Required: PHI 1900G Logical and
Critical Reasoning
Select requirement in core for 2000/3000 level
course:
PHI 3070 Philosophy of Law
Electives:
PHI 3050G Social and Political
Philosophy
PHI 3720 Theory of Knowledge

Medieval Studies Minor (18 hrs)
(minor has no core)
Electives:
PHI 2000 Ancient Philosophy
PHI 3220 Medieval Philosophy
PHI 3980 Special Topics in Philosophy
PHI 4400A,B, or D Ind Study I
PHI 4444 Honors Ind Study
PHI 4480 Seminar
PHI 4666 Honors Seminar
Asian Studies Minor (18 hrs)
(minor has no core)
Electives:
PHI 2010 Eastern Philosophies
PHI 3110G Cultural Foundations II
PHI 3310 Indian Philosophy
PHI 3320 Chinese Philosophy
PHI 3680 Buddhism
PHI 4400A,B, or D Ind Study I

Anthropology Minor (21 hrs) Religious Studies Minor (18 hrs)

Electives:
PHI 3100G Cultural Foundations I
PHI 3110G Cultural Foundations II
PHI 3310 Indian Philosophy
PHI 3320 Chinese Philosophy
PHI 3700G Language and Human Nature
Required in core:
PHI 3600 Philosophy of Religion
RLS 1200G Introduction to Religious
Studies
Electives:
PHI 2010 Eastern Philosophies
PHI 3100G Cultural Foundations I
PHI 3110G Cultural Foundations II
PHI 3310 Indian Philosophy

10
 PHI 3320 Chinese Philosophy
PHI 3680 Buddhism
RLS 3900 Special Topics in Religious
Studies
RLS courses taught by Philosophy faculty in this interdisciplinary minor

Philosophy Minor (18 hrs) Criminology Studies Minor (21 hrs)

PHI 1900 G Intro to Logical and Critical Required in core: PHI 3070 Philosophy
Reasoning of Law
3 hrs PHI Gen Ed course
PHI 2000 Ancient Philosophy OR
PHI 3260 Modern Philosophy
9 hrs PHI electives (6 hrs 3000+)

Womens Studies Minor

Elective:
PHI 3012 Philosophy of Sex and Love
(This is a newly approved course and is
scheduled for the undergraduate catal

Philosophy courses are part of the course offerings for seven majors in addition to
Philosophy:

The School of Business 7. Criminal Justice Major (new

1. Accounting major for FA2017 in Sociology)
2. Finance Required: PHI 3070
3. Management
Philosophy of Law
4. Marketing
5. MIS
6. Business Administration

The School of Business requires students to

complete a course in Critical Thinking &
Quantitative Reasoning
PHI 1900G/1990G - Logical and Critical
Reasoning is a course that fulfills that
requirement

11
Summary and Evaluation of Philosophys Contribution to Interdisciplinary
Functions:
Faculty members in the EIU Philosophy Department have developed a dynamic
curriculum over the years that reaches across department and college lines and is
infused into interdisciplinary minors.
This dynamic curriculum illustrates the diversity and intellectual flexibility of
EIUs Philosophy faculty, as their curriculum reaches into 9 minors and 7
majors, most of which are outside their college or are interdisciplinary.
Twenty-one different Philosophy courses are offered in service of other
programs, four of which are required by various programs, as noted in the table
above. Courses developed and taught in service to other programs provide depth
of critical thought and breadth of disciplinary application.
While many faculty members in various disciplines address philosophy in their
classes, it is not with the rigor and expertise of a philosopher.
Conclusion: EIU needs to maintain a full-fledged Philosophy department in order
to sustain our University and its various curricula.

3-5. Service functions, Graduation requirements, and University curriculum:

Service functions: The primary service function of the Philosophy Department is

offering courses that are required or elective for the nine minors and seven majors noted
above in number 2. In particular, the Department offers courses more frequently than
would be required for PHI majors alone.

For example, the Department has:

Increased the number of sections of PHI 1900G - Logic and Critical Reasoning to
accommodate the School of Business which requires the class as part of their
critical inquiry requirement.
Revised the curriculum for and increased the frequency of PHI 3070 - Philosophy
of Law and PHI 3540 Philosophy of Mind to service students in the Pre-Law
Studies minor.

Graduation requirements: Given the interdisciplinary integration and curricular service

courses (courses taken by students in affiliated minors and majors) of the Philosophy
Department outlined in numbers 2 and 3 above, elimination, reorganization, or reduction
of the Philosophy program would disrupt the graduation requirements of many minors
and majors on campus.

University curriculum: As noted above, the Philosophy Department is integrated into

the University curriculum, which is fitting for a University committed to providing
students a liberal arts education and critical and analytic thinking skills.

12
 Summary and Evaluation of Philosophys Contribution to Service Functions,
Graduation Requirements, and University Curriculum:
Twenty-one different Philosophy courses are offered in service of other
programs. Philosophy is a key service department.
Elimination, reorganization, or reduction of the Philosophy program would
disrupt the graduation requirements of many minors and majors on campus.
Conclusion: Philosophy is integrated into the University curriculum, as it is
central to a well-rounded education.

C. Contributions of the program to mission and goals of the University:

Mission Statement:
Eastern Illinois University is a public comprehensive university that offers superior,
accessible undergraduate and graduate education. Students learn the methods and results
of free and rigorous inquiry in the arts, humanities, sciences, and professions, guided by a
faculty known for its excellence in teaching, research, creative activity, and service. The
University community is committed to diversity and inclusion and fosters opportunities
for student-faculty scholarship and applied learning experiences within a student-centered
campus culture. Throughout their education, students refine their abilities to reason and
to communicate clearly so as to become responsible citizens and leaders.

Vision Statement:
Eastern Illinois University will be a premier comprehensive university, global in its reach
and impact, where personal connections with faculty and staff support students academic
success.

Summary and Evaluation of Philosophys Contribution to the Mission and Vision of

the University:
Central to the Mission of Eastern Illinois University are key components in
alignment with the discipline of Philosophy.
o As the Mission states, students learn the methods and results of free and
rigorous inquiry in thehumanities.
o Philosophy is the study of knowledge, truth, objectivity, and reasoning.
o The study of Philosophy enhances students abilities to critically interpret,
analyze, and communicate.
o Acquisition of these intellectual skills best prepares students for their
respective careers paths (e.g., law, business, education, journalism,
medicine, public service), which highlights another key component of
EIUs Mission Throughout their education, students refine their
abilities to reason and to communicate clearly so as to become
responsible citizens and leaders.
13
 EIU Undergraduate Learning Goals:8

EIUs Undergraduate Learning Goals are embedded in the descriptions and objectives
found throughout courses in EIUs Department of Philosophy. (Note: italics indicates
wording taken from the Undergraduate Learning Goals)

Our Committees position is that EIUs Department of Philosophy is fulfilling the needs
of our students and would continue to do so at even higher levels with the development
and implementation of specialized and interdisciplinary course/degree offerings9.

Critical thinking, writing and critical reading, and speaking and listening align seamlessly
with the study of philosophy, whether students encounter philosophy courses as part of
their general education, their minor, or their major area of study.10

To be successful in a law career, students must be prepared to create and present

defensible expressions, arguments, positions, hypotheses, and proposals on behalf of
their clients. Attorneys and legal professionals with a background in philosophy are able
to craft cogent and defensible applications, analyses, evaluations, and arguments about
problems, ideas, and issues.

In business, our students will need to understand, interpret, and critique relevant data,
information, and knowledge so that their company endeavors will thrive. Business
professionals with a background in philosophy have an advantage gained in their
academic programs because of the focus on critical and analytical skills development.
Students with a philosophy background can apply their academic skill sets to develop and
organize ideas and support them with appropriate details and evidence.

In educational careers, students will need to synthesize and integrate data, information,
and knowledge to infer and create new insights so that they may impart knowledge and
understanding within their own students in a classroom. Students with a philosophy
background who enter the educational field will best serve their audiences (e.g., students,
families, and school boards) by adapting formal and impromptu presentations, debates,
and discussions.

Our students who are future journalists must be prepared to seek and gather data,
information, and knowledge from experience, texts, graphics, and media to inform and
raise awareness levels of readers and media consumers. Students with a philosophy
background who embark on future careers in journalism understand the responsibility to

8
Complete Undergraduate Learning Goals are included in Appendix B.
9
The Philosophy Department has developed curricular proposals that would capitalize on this opportunity. These
proposals are included in Appendices C and D.
10
Statement on the Role of Philosophy Programs in Higher Education, American Philosophy Association.
14
their readership to collect and employ source materials ethically and understanding
their strengths and limitations. Furthermore, having an academic background in
philosophy allows the professional journalist to understand the central importance of
collecting, comprehending, analyzing, synthesizing and ethically incorporating source
material.

Our future doctors, nurses, therapists, and allied healthcare professionals, whose patients
will entrust them with their health and well-being, must be prepared to anticipate, reflect
upon, and evaluate implications of assumptions, arguments, hypotheses, and
conclusions when faced with an array of health-related medical and ethical dilemmas.
Patients are holistically best served when their medical practitioners examine and treat
their cases by evaluating evidence, issues, ideas, and problems from multiple
perspectives and the medical practitioner with a background in philosophy will have
solid preparation.

Finally, if we as an institution truly believe that we want our students to become

responsible citizens, removing the Philosophy major would be a backwards step to
achieving this goal. Philosophy ideals and skills are interwoven throughout the four sub-
points of Responsible Citizenship Undergraduate Learning Goal.

The EIU Undergraduate Learning Goals Infusion proposal indicates within the
Responsible Citizenship portion that:

Ethical reasoning courses focus on ethical principles and codes of conduct used for
making decisions and taking action. Students assess their own ethical values and the
social context of problems; analyze how different perspectives might be applied to ethical
dilemmas, and consider the ramifications of alternative actions. Ethical reasoning within
various cultures, professions, economic behavior, civic settings, or social relationships
may be discussed.

Philosophers or Deep Thinkers have been well renowned throughout our history. At
this particular moment in history and in the future, we need more people who can use an
ethical decision-making process to reduce tensions, conflicts, disparities, and potential
harm.

15
Summary and Evaluation of Contribution of Philosophy to Undergraduate Goals of
University:
Academic preparation focused on pursuit of knowledge, truth, objectivity, and
reasoning is critical for our University students to secure professional career
positions and for them to contribute to our global and diverse society as
responsible citizens and leaders.
Likewise, the EIU Undergraduate Learning Goals are embedded in the
Department of Philosophys courses and evidenced in student outcomes and
productive faculty contributions.
Philosophy - as a degree major, minor, general education requirement/elective,
and interdisciplinary program collaboration - is central to Eastern Illinois
University and necessary for providing an excellent educational foundation
for our students.
Conclusion: Elimination, reorganization, or reduction of the Philosophy program
or major would disallow students whether they encounter philosophy courses as
part of their general education, their minor, or their major area of study
opportunities to understand and embody the ideals that are espoused within the
Mission and Undergraduate Learning Goals of EIU.

16
VI Additional commentary and evaluation:

A. Sustainability of Philosophy

Although some of Workgroup 7s recommendations stated or implied11 that Philosophy is

not sustainable as a program, the information collected and evaluated by our committee
indicates otherwise.

The recommendations of Workgroup 7 imply that upper level courses in Philosophy

are a financial drain, which is inaccurate.
Enrollment in upper level Philosophy classes covers the expenses (including
faculty salaries and operating expenses) associated with offering the courses.
The numbers show that the Department turns a modest profit when analyzing the
profit/loss from those classes alone (which are taken by Philosophy majors, as
well as students in the nine minors and seven majors that include Philosophy
courses in their curricula).
The Committee agrees with Workgroup 7s comments regarding the strengths of
Philosophys service to General Education.
However, although the general education courses play a significant part in
the profitability of the department, we wish to correct the perception that it
is only through general education courses that the Department operates at a
profit.
The recommendations of Workgroup 7 note a retention rate of 0% for Philosophy,
which is a misrepresentation.
Retention, in this case, is measured from freshman year to graduation.
Philosophy is a discovery major, meaning that many students declare a
Philosophy major after being undeclared, switching from another major, or
transferring to Eastern.
Workgroup 7s report includes the following comments, to which our committee
offers the following responses:
Program may not be sustainable as a major on its own.
Response: As the numbers we present above show, the department has been
profitable over the past 6 years.
It could possibly be more sustainable if it is offered as a minor.
Response: This would reduce the number of classes taught and present a
barrier to recruiting and retaining Philosophy faculty, which would
detrimentally affect the nine minors and seven majors that include Philosophy
courses in their curricula.
It could possibly be more sustainable if it is combined with another department.
Response: This would create numerous and complex administrative and
curricular issues that would take years develop and implement. As noted

11
Workgroup 7s report for Philosophy is included in Appendix E.
17
 above, it would also pose barriers to recruiting and retaining Philosophy
faculty.
The GenEd courses that are popular should be outsourced to another academic
discipline.
Response: Our committee strongly disagrees with the implication that other
disciplines are able to teach Philosophy courses. Just as biologists teach
Biology and Business is taught by people with advanced degrees in Business,
Philosophy must be taught by philosophers (faculty with terminal degrees in
Philosophy).

B. Potential effects of reorganization/restructuring or reduction of Philosophy program:

Workgroup 7 offered some suggestions that appear to be intended to create efficiencies while
still maintaining the centrality of Philosophy to the University mission:

Primary interest is from GenEd. Move these to another program or option.

The GenEd courses that are popular should be outsourced to another academic
discipline.
Some restructuring/efficiencies needed. Central to EIU mission, important to maintain.

The Committee will comment below on the assumptions that reorganization or reduction would
result in improved efficiencies:

Response 1: Curricular Disarray. It is the position of this Committee that

reorganizing or restructuring a department whose courses extend well beyond the major
and are woven into the undergraduate fabric of the University decentralizes the locus of
curriculum planning and creates inefficiencies in decision making. Attempting to execute
even the most basic of curriculum revisions or updates would be problematic without a
home department to which Philosophy courses and their faculty belong.

Response 2: Loss of Qualified Faculty. It is the position of this Committee that

reorganizing or restructuring a department with the intent to merge faculty or
outsource courses would result in loss of qualified faculty and undermine, if not
destroy, the Universitys ability to maintain coursework central to our Mission. Faculty
are unlikely to remain on a campus where they are farmed out to neighboring
departments, no matter how exceptional the new department or collegial the work
environment. The loss of Philosophy faculty would require the dismantling of
fundamental curriculum requirements across the Universitynot just within a major.
The difficulty recruiting replacement faculty to a university without a home department
should not be underestimated.

Response 3: Long-Term Impact on Student Recruitment. Potential long-term effects

upon student recruitment should be considered as well, should EIU elect to engage in the
18
 dismantling and re-developing of interdisciplinary minors without key Philosophy
courses, or Philosophy faculty, for that matter. It is equally important to consider
potential effects of abandoning opportunities to develop integrative Philosophy majors
which might pair with allied health professions, or which could entice new students with
concentrations in bioethics, legal analysis, or bioethics. Such questions should be
acknowledged as additional, valid concerns for the potential impact of eliminating,
reorganizing/restructuring, or reducing the Philosophy program or major.

C. Potential for growth if the Philosophy program is sustained

The Philosophy Department at EIU has demonstrated the ability and willingness to network with
curricula in other disciplines as demonstrated by Philosophy courses that are integrated into 9 in
minors and 7 majors. Future growth within the Philosophy Department would continue to benefit
the university is the following ways:

A proposed online Ethics Certificate (see Appendix C) would be a concrete way to

validate graduates competence in integrity development.
o It would indicate our Universitys intentionality in developing students core
ethical and logical decision-making capabilities.
o There are no degrees EIU offers that would not be bolstered by the Ethics
Certificate.
o The proposed Ethics Certificate would enhance students understanding of
complex moral decision-making and the principles required in making reasoned,
ethical choices.

An Integrative Philosophy Major (see Appendix D) would provide unique pre-

professional undergraduate training particularly in law and medicine.
o Combining logic and critical thinking skills with career-oriented preparation in
various concentrations will prepare future law, medicine and health care
professional with the skills necessary to navigate and succeed in an increasingly
complex and ever changing professional landscape.

As with programs across campus, online offerings are attracting distance-learning

students.
o The Philosophy Departments expansion of online curriculum is an effective
growth strategy. Online Philosophy minor; online Applied Ethics Certificate
micro-degree; and additional online Philosophy courses for the major and service
courses will strengthen enrollment. These courses would be available to non-
traditional and international students and have the potential for increasing
enrollment with no initial outlay of investment.

19
 Vibrant connections between Philosophy and Pre-law, Criminology, and Neuroscience
minors are the beginning of integrating Philosophy with growing and emerging areas
such as biogenetics, nanotechnology, and robotics engineering.
o All of these areas require a baseline of disciplined and critical reasoning, logic
and ethical standards. The best and most central source of these foundational tools
are in the Philosophy curriculum, which stands ready to be woven into current and
developing program areas.
o A strong Philosophy faculty and curriculum are essential to move forward in
interdisciplinary connections that prepare students to use logic and ethical criteria
to navigate their complex world.

20