Mastery of a selected body of knowledge presented in a particular course involves the elements of memory, understanding and expression.
Retention is the ability * to remember specific information * to acquire and retain specific terms, definitions, facts, principles, and sequences * to answer who, what, where, and when questions * to remember facts, principles and steps in sequences
A sample item testing retention might be: Identify the four lobes of the brain.
Comprehension is the ability * to grasp the meaning of material * to understand basic psychological principles, concepts, methods, and theories * to answer how and why questions about psychology * to explain, translate, or interpret to a new form or symbol system.
A sample item to test comprehension might be: Why did Karl Lashley fail in his search to find the engram?
Expression is the ability to verbalize * the relationships that exist among the components of complex phenomena * how parts can be combined to form new products, solutions, and ideas * valid criteria and methods to be used during the process of assessment, diagnosis or research.
A sample item to testing expression might be: Evaluate the evidence for and against the dopamine theory of schizophrenia.
Performance on course examinations that assess memory, understanding and ability to express the information drawn from the content of this course provide evidence of short-term mastery of the content of the course. Demonstration that a student grasps the principles of the field and perceives their wider application is manifested by a student's ability to discuss the subject matter using appropriate vocabulary in short essays on exams, in the summary paper of laboratory activities, and during class discussions. Performance on items from a test taken during the capping course, performance on the actual GRE, success in related courses at the graduate level, and competence in applied settings demonstrates long-term mastery of the content and relevance of the course.
Examinations and written productions provide the teacher and the students with feedback about the students' level of mastery of the material presented in the course. This feedback can help motivate and guide students to achieve higher levels of mastery and it can help to maintain the quality of the program. Feedback on the long-term relevance of course content comes after the semester ends.
Scholarly development is a process that requires both independent effort and an investment of time.
The effort and time that students invest in mastering the content of the course is documented in their laboratory journal and written summaries of articles.
Excellence in scholarship entails an investment of time and effort on the part of the individual scholar.
Marist College is committed to the pursuit of higher human values. The Foundation course in Philosophy helps students become aware of the cultural influences on value judgments. The required ethics course focuses on the value assumptions underlying our Judeao-Christian and secular humanistic traditions. The Ethics course also assesses the new ethical demands promoted by our scientific-technological culture. Advances in the biological sciences, including neuroscience, are hurling the upcoming generation into enormously complex questions about the very nature of humanity. On what basis shall we decide what is right and wrong as these relate to our social duties when we stand on the verge of having the technological ability to change the nature of man?
We've arranged a global civilization in which most crucial elements profoundly depend on science and technology. We have also arranged things so that almost no one understands science and technology. This is a prescription for disaster. We might get away with it for a while, but sooner or later this combustible mixture of ignorance and power is going to blow up in our faces.... Carl Sagon, Demon Haunted World
It is imperative that citizens understand there are moral implications to the scientific advances. This course will expose students to ethically complex situations that arise because of advances in our scientific- technological culture. For example, these advances include the technological feasibility of transplanting fetal tissue into damaged adult brains, applying the data from the human genome project to eugenics, using psychotropic drugs to control behavior and alter personality, and balancing the rights of individuals against that of the larger community in implementing public health interventions.
The extent of student awareness and concern with the new ethical dilemmas of our scientific-technological culture will be monitored by assessing the quality and content of classroom discussion about these topics, by evaluating the content and quality of responses to test items that evidence awareness and concern which indicates independent research and concern with values topics.
This institution is committed to a pursuit of higher human values. If we have succeed in transmitting this commitment to our students, we should find intrinsic evidence of that pursuit in student products. Students should display interest with ethical topics without this interest being motivated by concern over grades.
"Integrity is a fundamental requisite in the preparation and presentation of all course work, in the writing and submitting of papers and other course requirements and in all aspects of examinations. Honesty is a requisite of each student; plagiarism and participating in any activity that is dishonest is simply not acceptable at this institution." It is far better morally to earn an honest C than it is to cheat in an attempt to steal a higher grade.
Student work in this course must show evidence of integrity and intellectual honesty.
Engaging in academic dishonesty or plagiarism is unacceptable behavior at this institution.