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This brief summary of our program's strengths and e4planation of our needs demonstrete that thedepartment has a comrnitrnent to sparking intell,ectual exciiement and to educating students asinsightful learnen about and advocates offoreign culrures. Based on its com¡nimJnt to proûciency-based- testi_ng, the deparcment also has a strong assessment program. Finally, the departmènt has an-excellent faculry in language and literature.

Music Departrnent

Míssíon

-Music Programs at Linûeld are a synthesis of liberal arts education and professional studies. Theyare designed to provide the richness and the breadth of undersranding needed for worthwhile livingalong with providing those special skills and understanding necessary-to becoming a creative artisr.

The Music student's liberal arts education begins with an overlay ofparticipation and performancein musical activities. The amount and intensity of parcicipation increases for thoie declaring a major.An environment of strong caring exists for building.o.rfid.nt, qualified, and selÊactuahzilgmus'icians-Individual attention and personal advising are high priorities

"t d in all music classes there is an

excellent student,/teacher ratio.

- Linfield's pattems of quality professional training within the liberal arrs setting are accomplishedthrough a number of concentrations toward the Music major: Performance, Musiã Education,Composition,/Theory, and General Music. Additionally, the curriculum includes a selÊdesigned major,a minor in Music, and applied educational oppornrnities for majors engaged in lnternatiorr"i prog."i.o'study abroad options orJanuary Term travel courses.

The student who Participates in the vibrant Music Programs at Linfield has enormous choice,enjoys the attention and caring which is evident campus wiáe, and receives an education whichPrePeres him/her to enter the professional arena and to meet the challenges of a pluralistic world. Thestudent gains insight and depth of human understanding which enhance ît.

"ppåtntniry for personal

success and significant service to the broader community.

Curícultm

. - Th. Department ofMusic meets the National Associarion of Schools of Music (NASM)guidelines for the music portion of the Bachelor ofArts in Music. The jV,4SM Handbook states that, inthis degree, "there should be broad coverage of music rather than heavy concentration on any singlesegment. Studies develop musicianship, capabilities in the use ofprincþles and procedures that leaã toan intellectual grasp of the arr, and the ability to perform."

Within the above perameters, the main focus of the program centers on the areas of musicianshipand performance studies which, according to NASM, rhouldlomprise 3O to 45 percent of the totalcurriculum. (The Music Programs at Linfield have approximately gS-¡S percenr;f rhe rotalcr¡rriculum, depending on the concentration.) NASM suggests tÉat2O to 25 percent of that curriculumshould be in musicianship studies. (Linfield has approximãlely 27-25 percentãepending on rheconcentration.) In the area of perfonnance studies, NASM suggests a percenrâgè of 10 io 20 percent.(Linfield has-approximately 10 to 18 percent depending on thäconcentration.fthe above pa^rametersprovide the framework for the currenr Music curriculum at Linûeld.

In the area of musicianship, the curriculum addresses breadth, depth, sequencing of courses,synthesis of leaming, and assessment of outcomes in the following ways. Musìc majors ofren entercollege with a limited knowledge ofmusic vocabulary, music furidamentals, and ai historicalperspective on music. For entering students, it is critical to their success that the department providethem with a solid foundation in music fundamentals as well as rhe appropriate t.rorì"ology tåcommunicate musical concepts clearþ. This is accomplished in MUS 121 Music theory i. theremainder of the music theory curriculum expands on this foundation, guiding students through thecommon practice period (1600-190O) as well as twentieth century harmonic practice. The librãry

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component of the theory classes involves score study and lisrening ro compositions from differentperiods.

 strength of T,infield's Music Programs is that the ear training and sight singing curriculumparallels the music theory curriculum, providing reinforcement foiharmoãi.

".rJ-ãlodi.understanding as well as inco¡porating those concepts into usable sounds for composition andimprovisational assignments. An additional strengrh is that students lacking adequãt. keþoard skillstake class piano for majors, which also parallels much of the same curricrllrr*, ilo*ing students tounderstand music from intellectual, aural, and kinesthetic approaches.

The historical undeqpinning of musicianship and music lirerarure is accomplished by in-depthmusic history courses which build upon the theõretical framework presented in the moslc theoryclasses. The music history classes require extensive use of the libraryfor listening assignments as well

"sresearch projects culminating in written reports, projects, and research papers. Ã r,t.tt they are in theupper division of the Music curriculum and utilize rhe knowledge gainid from the lower divisioncourses in theory and ear training.

Performance study in applied lessons involves continuous training in technique as well as thestudy of solo and ensemble literature from different historical periods ãnd üreraruie that has evolvedñom various cultures. Each sernester the student builds on rh; knowledge and skills gained ûomprevious work and concentrates on reûning technique and expanding aãditional areas of learning.Ensemble instruction provides the opporrunity to perform music with groups of varied size andinstrumentation. As students progress through the curriculum, they atain significant knowledge andunderstanding of musical performance, becoming leaders in the eruembles.

The department offers two courses duringJanuary Term on a regular basis--MUS 131lJndentanding Music and MUS 135 undenøndingJazz. One additional course has been offeredduring the last two years--Mus 251 American Seniè and Sound. Each of these courses is taught withthe sar¡re requirements and evaluation tools used in those courses during the regular academiclear.

- -Faculty in the Music Deparcment make extensive use oflibrary resources. All recordings arechecked out through Educational Media Services, and listening staúons are locared adjacenùo wherethe recordings are housed. Recordinp are used extensively in performance, music history, and musictheory classes. Students utilize interlibrary loan exrensiveþ for iesearch projects and worÉ closely withthe reference library staffwhen dealing with special research needs such as thesis research. The MusicDepartment has used-its library allocation over the past five years to round out its overall holdingsdealing with music of westem civilizations, as well ãs focused acquisirions in American music, wãrldmusic, and women in music. In the past two years the bulk of thè übrary budget has been to replaceworn-out records with CD's and to expand our overall CD collection. The library staffhas been mosthelpful in this regard.

The Music Department takes part inJanuary Term travel every two to three yean. Faculty mustfollow-a rigorous approval process, presenting their course proposals with thorougú ryU"Ui to tÉeSpecial Programs and Curriculum Committees more than ã yeãr in advance. Onã approved, thestudents who participate are given an in-depth e4posure to the cultural and social/hiitorical makeup ofthe country to be visited.

The syllabus shows how days will be spent, ensuring thar srudenrs meet requisite class time andare Presente{ with aPPropriate educational e4periences. Evaluation expectations are made clear, andstudents understand their responsibilities as well as the colleg." t rporrlibilities to make the trip aworthwhile experience-

Assessment

The assessment of leaming outcomes is an ongoing process for each student because of the needto maintain cumulative, consistent growth and development of the aspiring musician. As faculryindividually and departmentally review each Music major, they are concemed with the followingquestions: (1) In applied lessons, is the student progressing at a rate appropriate ro his/her

Standard II-65

concentration? (2) In major ensemble participation, does the student demonstrate initiative,performance competence, and leadenhip appropriate to his/her concenrration? (3) Is the studentprogressing appropriately_in ear rraining and sight singing? (4) Does the student demonsrrare an abilityto synthesize instructional materials from difl'erent courses taken throughout the college? (5) Has thestudent sufticiently demonstreted critical thinking skills? (6) Can the ttãd.rrt defend alosition orPresent an argument on a musical issue? (7) In all music courses, is the student progressingappropriately toward completing his/her degree? (s) Do the strengths and weaÈn.is.s ofîfr¡ srudenr,when combined with the strengths and weaknesses of other majoÃ, poinr to areas in degreerequirements and elective offerings which should be strengthened? Fãculty advisors work closely withtheir students to cornmunicate progress, strengths, and areãs of concern ásed by the above questions.

In the area of musicianship, assessment occurs as follows: evaluation of written homework;examinations; keyboard proficienry exam; testing on music terms; and adequacy of lower divisioncourse preparation as determined by student evaluations of the upper division curriculum.

. In the ar_ea of perforrnence studies, assessment occurs as follows: student recitals; performance

seminan; performance juries at the end of each semester; senior recital pre-jury; ensemble concerts;and student evaluations.

Successful completion of the following capstone e>çeriences assesses student ability to integretesuccessfully the knowledge and skills gained inìhe study of musicianship and performance: GenèralConcentration--en acceptable thesis; Theory/Composition Concentration--major composition withsuPporting paPer; Performance Concentration--senior recital; Music EducationConcentration--successful student teaching.

-Extemal Program assessment is accomplished by the following: ability of graduares ro beemployed in music or a related field; acceptance of graduates into m"rt.rr'degrle progrenrs in music ora related field; successful accreditation visits by NASM and Northwest Associarion of Schools andColleges; and feedback from Music graduares.

^ .. Th: departmental assessment summarized above (and discussed in greater detail in the Unfetit

College Assessment Program, 1998-9Ð was established by the Music faculfu after exrensive discuision. Itmeets the college's expectation that students entering the Music curriculum understand the type ofProgram or course they are entering, receive proper assessment and feedback from faculty

"r th.y

progress through the program, and undentand the e4pected outcomes that successful completion ofthe program will bring.

_ ^ T!._Music Departrnent publishes its degree program with various oprions (concenrrations) in theLinfield College catalog as well as the Music Depaimint Handbooþ (Exhibit II-1ò). The concenrrarionsprovide choices for students depending on their interest and level of performance ability. Article VI ofthe NzISM Handbook entitled "standards for the Liberal Arts Degree *ith

" Major in ÀÁusic" clearþ

explains expected outcomes and is also published in the Music Dãpartment Handtooþ.

- -Ongoing assessment ofMusic students coupled with an acrive faculry current in their fields haveenabled the Music Department both to undentand the need for and effeci significanr curriculumchanges. Music technology has been incorporated into music theory classes.

-Co,lrr., covering such

issues as world music, American music, and women in music have also been adderJ to the curriculum.Students preparing for graduate prograrns have a greater choice of eleccives, and Music for ElementaryTeachers has been revised to meet the dramatic changes that are occurring in public schools.

GenerøI Edacøtíon and Aìlvísíng

-- _I!. Department of Music offers fourteen courses that count as parr of the Linfield Curriculum.all ofwhich are clearly identified in the college catalog. Mosr meer tlìe Images and Arts category, withseveral also satisfiing Global Diveniry or American pluralisms.

The department has been active in supporting the institution's initiatives in Academic Advising.Two of our faculry teach Colloquium, in which they help ûrst-year students undentand institutional

Standard II-66

requirements and advise them regarding the Linfield Curriculum, possible areas to consider as a majoror minor, and courses to take during their ûrst semester.

The department poliry on advising is that all Music majon should be advised by full-time faculty.This maintains consistenry of advising from student to student, ensures clarity in understandingcurriculum requirements, and enables faculry to address short and long term goals with their students.Students are generally assigned a faculty advisor who is the head of their applied lesson area. Thisenables the department to maintain consistency in the advising process. Minors are provided with aform outlining the course requirements for their chosen program. Additionally, they are advised bytheir applied lesson instructor on a more informal basis and meet with the department chair whenquestions regarding their program arise. This has worked well because it enables the chair to keepabreast of the Music curriculum for minors.

Faculty

Richard Bourassa, Chairperson, Professor; B.M. Univeniry of ldaho; M.A. (Jnivenity of Denver;D.A. Ball State (fniversity

Gwenellyn Leonard, Professor; B.M. Oberlin Conservatory of Music; M.M. Universiry of lllinois;D.M.A. university of Oregon

Lawrence Marsh, Professor;8.,\., M.Ed. Western'W'ashington University; D.M.A. Univenity of'Washington

Joan Haadland Paddock, Assistant Professor; B.M.E., M.M., D.M. Indiana LJnivenity

Jill Timmons, Professor; B.A. tlniversity ofWashington; M.M. Boston University; D.M.A. Univeniryof

'Washington

The faculty in the Department of Music are strong. All full-time faculty members possessdoctorates and are teaching in their areas of expertise. Additionally they are very active in theirdiscipline, performing in professional venues, recording music for recentþ released CDs, composingsignificant works, providing leadenhip in local, state, and regional musical organizations, andconducting musical organizations both within and outside the State of Oregon.

Of the 18 adjunct faculty teaching applied lessons and selected courses, three possess doctoretes,13 possess master's degrees, one is a graduete of the Kiev Music Glier Institute and TchaikovsþConservatory of Music, and one, who is fiIling a one-year appointment to teach a paracurricular class,has a bachelor's degree. All have the academic background and demonstreted skill to be teaching theirassigned courses.

Philosophy D epartrnent

Míssíon

The Philosophy Department of Linfield College is committed to training minds to view issuescritically, think logically, and function with rational consistenry as indispensable requisites to deal withthe complexities of contemporary society. Although the liberal arts education touted in the college'smission statement provides various avenues for achieving these proficiencies, there is no more directway to achieve them than through a study ofphilosophy.

The department seeks to present the major schools ofphilosophical thought from both the'Western and Eastern penpectives. Students acquire an appreciation of the great philosophen in these

traditions and the penetrating questions they raise. In adding the study ofEastern philosophy to themix, the department is in concert with the college's mission of encouraging contact with and insightinto other cultures.

The department offers an intellectual experience in which the emphasis is not on informationretrieval but upon the dialectical process through which students learn to think and question. Couneofferings in the department serve these purposes: development of the capacity to think and write

Standard II-67

clearþ and coherently; exploration of the basic philosophical ideas which consrirure rhe intellectualheritage of the'Western and Eastern worlds; encourag.ment of a synoptic view of lift through theintegration of insights derived from studies in the sciences and the humanities; and encouraçment ofstudents to form their own working philosophies of life.

Crriulum

The Philosophy Department has three introductory courses which it advises all majors ro tâke:PHI 150 Fundamentals of Philosophy; PHI 160 Philosophy East and West; and PHI 170 CriticalThinking' These courses prepare students to take other philosophy courses in logic, the history ofphilosophy, and topic or ûeld areas. There are eight .o*.r offerid in the history series from áncientto

-contemporary philosophy. There are ten courses offered in topics: aesthetics, ethics, logic, social andpolitical philosophy, philosophy of law, philosophy of science, philosophy of religion, environmentalethics, business ethics, and biomedical ethics. ,\ll of these .o,rrrè, are offeied on ir*o-y.ar cycle, butnone is a prerequisite course for any other. The history courses are offered in a sequenú"I p",i.rrr.

The department's classes emphasize the critical evaluation ofphilosophic texts and include regularwriting assignments. Majon are required to complete an independ..rt rtoáy project or a philosophythesis. Most of the advanced courses in the department.".ry -h. writing-intãnsive designation andrequire weekl; writing assignments as well as a library research term paper. r\s part of the department'sassessment of its majors the faculty compare a senior course essay, a rãniot independent sftdt project.-t:"Y, or a philosophy thesis with an example of earlier work by rhar srudenr. Majon taking rhe criricalthinking course, which the department also offers as an Inquiry Seminar, receiveixtensive instructionin library research programs and techniques.

,tt the Pordand Campus the Philosophy Department is active in a minor in Health Care Ethicsoffering courses in: history of ethical theory, *od.tn theories of ethics, applied theories in health careethics, and- topics in philosophy- The area of Health Care Ethics is rapidly becoming a major field ofstudy and has already become a sub-proGssion within the health ."t. û"1d. Many laige ho-spitals,universities, and other organizations involved in the health care teld employ ethicists train;d in thesubject.

_ - The Philosophy Department has offered Asian Thought, Medieval Thought, and Thought and

Culture of the Classical'World asJanuary Term travel courses. Syllabi set forth course requirementsand list books to be read, class sessions, field trips, and the examination schedule. The class usuallymeets for rwo intensive days of study, discussion, and a test before beginning a trip abroad-

'When on

location, usually for individual stays of three to ûve days, the class meãts .n"ty a"y for a three-hcursession in the morning for discussion of assigned reading. After lunch, the clais typically underrakes afour-hour ûeld trip viewing appropriate monuments, rnuseums, sanctuaries, and'l,ocalei. Students take

1¡-econ-d test halfway through the travel portion of the course and a final exarn before retuming home.All students are also required to keep a journal which they turn in to the instructor on a roratirig basisevery four days. The journal is an intellectual and experiential commonplace book bringing togãtherreflections on readings, lectures, and field trips. This iynthesis of study, ãxperience, andìeflection isprobably the richest educational dimension of theseJanuary Term courses.

The department requires the same amount of class contact time per credit hour in itsJanuaryTerm travel courses as it requires for courses on campus during the regular semester. Students aree4pected to put in two hours of study time for every hour of ilass dmè. BecauseJanuary Term travelcourses engage students seven days a week and full time each day, students usually have more contacttime in these courses as total learning experiences than they do for classroom-based courses on campusduring a semester.

The department has offered a number of topics in the Division of Continuing Education: criticelthinking, environmental ethics, business ethics, aisthetics, health care ethics, Á*.ã."r, philosophy, andprofessional ethics. The format varies: e once a week evening class may meet three and bne-half hounfor thirteen weeks; some classes meet for four weekends on Friday evenings and all day Saturday;others convene all day Saturday and Sunday for three weekends d-uring thã semester. In all of rhese

Standard II-68

cases students are provided with a syllabus and booklists in advance of the first meering of the course.In most cases the students enrolled are working adults with full-time jobs and families. They tend to bevery serious about their studies and exhibit a disciplined dedication. Several such students have beenrecognized in the spring Honon Convocation during the past two years.

The department is very committed to playing a role in developing and offering courses for theDivision of Continuing Education and has been involved in the discussion and planning of the DCEArts and Humanities Major Degree Program.

Assessment

The Philosophy Department reguires examinations for all its courses and library research termPaPers for all courses excePt the three introductory classes and logic. Student evaluations are conductedin all counes and the results are shared with the department through the academic dean's office.

'When

planning courses for the next academic year department faculry rnãmben confer with each other aboutthe classes to be offered and any changes which might be made to improve rhe content and qualiry ofinstruction. In ordering new books for the library and while attending professional ûreetings,discussions are held as to what new works or new editions of works should be used for regularcurriculum courses. Once a student declares an interest in being a Philosophy major, copies of termpapers done that year by the student are retained in the advising file and later that srudent's seniorthesis or independent study paper will be compared with it so that the faculty can determine whetheror not there has been significant intellectual growth and improvement in wrinen e4pression. Presentplans call for the development of a computer disc record of all such work from each major or minor.Philosophy students are encouraged to maintain a high level ofperforïnance with an A- average in allphilosophy classes and an overall GPA in the top one/third of the class rank to qualifr for admission toPhi Sigma Tau, the national student honorary society in Philosophy, of which Linfield is the AlphaChapter in Oregon.

General Educatíon

- The Philosophy Department is a very active participant in the Linfield Curriculum. Every courseoffered in its curriculum, except logic and business ethics, satisfies {llrimate Questions. History ofphilosophy courses also satisfy the Vital Past category. Aesthetics carries credit for Images and Arrs,American Philosophy carries credit for American Pluralisms, and Asian Thought satisfies GlobalDivenity.

The department has adapted one section of its course in critical thinking as an Inquiry Seminar. Inthe Philosophy Department IQS, taught once or twice each academic year, studenrs have daily writingand speaking assignments and are required to make oral presentations of their arguments as well aslearn the fundamenals of critical thinking and the analysis ofreasoned argumentâtion. At the PortlandCampus the Philosophy Department offered a course on justice as its Inquiry Seminar in fall 7997 .Again there is en extensive writing component and an emphasis on critical thinking in this topic area.

All of the philosophy courses on the McMinnville Campus except for the three inrroducrorycourses, logic, and business ethics are designated as writing-intensive. Students are required weekly tosubmit summaries of the previous week's srudy assignments. They are also required to do a libraryresearch term PaPer of ten to rwenfy pages. The department is committed to the view that writing is aform of thinking and that writing well should be a skill possessed by every Philosophy graduate.

The faculry of the department participete in a regular advising program with its majors andminors, not only when the students are preparing for registration, but also on an appointment basis asstudents seek counsel on their long-range plans for jobs or graduate srudy. Materials are kept on filefrom the American Philosophical Association on jobs in philosophy. For eight of the pasr ren years thechair of the department has served as a Colloquium advisor.

Standard iI-69

Faculty

Francis G. Nelson, chaiqpenon, Professor;4.8., 8.D., M.A. univenity of Michigan; Litt.D.,American Baptist Seminary of the West

Frederic Fost, Professor; B.D. Eastern Baptist Theological Seminary; Ph.D. Claremont GraduateSchool.

Marvin Henberg, Professor; Vice President for Academic Affairs and Dean of Faculty; B.A.Washington and Lee University;8.4., M.A. oxf¡rd Univeniry; Ph.D. Univeniry of Texas arAustin

Professor Nelson has taught at Linfield since 1970. For eleven years he was director of theJanuaryTerm Program at Linfield while also carrying a full roster of courses. Prior to that he was directãr ofthe college Honors Program for six years. He is chair of the Sociery for rhe Philosophy of Creativiry@acifi c Division), American Philosophical Association.

Professor Fost received an appointrnent in the surïuner oî 1994 to the NEH Summer Institute onSouth Asian Culture at the East,/'West Center in Hawaii. In the suruner of 1995 he was awarded atravel stipend to India from the Asian Studies Development Program. From the research done in theseprojects Dr. Fost has written a journal article," Playful Illusion: The Making of Worlds in Advaitavedanta" which will be the lead article in Philosophy East anil west,July 19õg.

Professor Henberg teaches one course eyeaÍ, alternating beÈween Environmental Ethics andEnvironmental Problem-Solving. He also serves as coordinator of the college's Environmental Studiesminor, in addition to his responsibilities as dean of faculty. For several y."tt h. has served as secretâryof the Northwest secror's Rhodes Scholanhip selection commirtee.

_ The dePartment is also proud to keep close association with the philosopher on the PortlandC-ampus- ProfessorJohn Thomas has taught at Linfield since 1983. Uà is chair of the Sociery for the-Philosophy of Creativity (Central Division), American Philosophical Association, and is ediior andbibliographer of the Foundation for the Society for the Philosophy of Creativiry- He is also an associareof the Institute for the Advancement of Philosophy for Children. His article, "ih. H.r-eneuticCommunity and the Community of Inquiry" was published in the journal Inquiry, Summer 1997.lHisarticle "The Com¡nunity of Inquiry and Reasons of the Ffeart" was published in-the jo urnal Thinkingin summer 1997 . The latter piece was also given as a lecture in Mexilo ar the 1996 North AmericanAssociation For the Community of Inquiry.

Religious Studíes Departrnent

Mßsíon

We expect that our students will leam that the academic study of religion is en integral part of aliberal arts education. By inquiry, reflection, critical thinking, and writing,-srudents will ãeveiop thecapacity to know one's own way and the ways of others.

In addition to following the college mission statement's emphasis on the "liberal erts as theunifying basis of all knowledge," the Religious Studies Departmãnt adopts a rime-inrensive and highlypersonalized mode of instruction that creates "a supportive, caring environment based on a closeassociation betvyeen faculty and srudents."

Cunículum

Religious Studies last year restructured its design for a major. From counting credits, we movedto counting courses (ten for a major; five for a minor).

'We instruct students through a distinct set of

courses thatwill e{Pose them to each of the departmentmembers, while at the same time allowingforsome student choice. There is a sirnilar, though narro'wer, set of courses for students who wish to workwith ProÍèssor Millar in a concentration in biblical studies and languages.

Standard II-70

As students continue with us and mature, we try to ensure their contact with all departmentalfaculty, either through counework or academic advising. In this wey we see whom we might expectin our caPstone course, 485 Senior Seminar, a writing-intensive course. If students do exceptionalwork here, we may invite them to pursue their scholarship in our honors course, 490 Senior Thesis.Both Senior Seminar and Senior Thesis require department permission for enrollment.

'We are

rigorous graders, and celebrate with our students when they complete their projects and are honored atgraduation.

Religious Studies has for nearþ two decades designed and øught special courses forJanuaryTerm. This has meant a series of courses that might not ever be taught in a regular semester because ofthe level of intensiry required, including courses that lend themselves to travel for a month, andcourses that take advantage of the religious communities in our area, most of which guard their privarybut are willing to meet with a smdl number of our students.

The time frame forJanuery Term may be abbreviated, but the level of work and attentiondemanded of students is concentrated. We strive to occupy most of these students' waking hours withcourse-ielated activities. We use journals, weekly written examinations, and penonal travel reflectionsto track student leaming. It is an expensive, different, and effective wey to teach and leam. OurJanuary Term counes are regularþ over-subscribed.

Religious Studies has long worked with the library. 'We

have e very high regard for its staff whohave gone beyond the norm to help. A case in point: the recent texts published in our field endreviewed in Choice have, in the main, seemed unimpressive to us. Library staffhave sought

In addition, we have our Senior Seminar, and several other departmental courses, instructed andguided by library søff.

'We all make increasing classroom use of films and tapes available from the

library, for example Shoah end Eyes on the Prize.

Asscssment

Religious Studies has long been involved in selÊassessment and the evaluation of our studenr.The objectives of the department are: to provide an awareness of the place, nature, and function ofreligion in human life and culture; to study the history and sacred texts of a variery ofworld religions;and to aid students who desire to increase their knowledge and understanding of religion.

To assess how these objectives are accomplished is a task that we undertake almost constantþ. Weoften confer on texts, types of examinations, small working groups, films; that is, the daily materialsthat we employ in our classes.

'W'e share graded bluebook examinations to ascertain what each of us

thinks constitutes various levels of studenc performance.'We

have a small number of majon (six would be a good-sized majon' class)- Most of them havecome to us in their later college years, alrnost as a rnatter of learning developrnent, after discoveringthat religion is a legitimate field of study. This year and last, however, we have had a nr¡mber ofstudents who have come to us (as majors or minors) in their fint or second years.

'We carefully instruct

them to take courses from each of us; we share responsibiliry for how and how far they are progressingwithin the department; and we plan for who will be in the Senior Seminar.

Our students know well how to think critically, how to offer and defend an original argument,and how not to pre-judge the positions of others.

'We know that they can do these things because this

is precisely whet we require of them through our courses. The process begins in the Inquiry Seminar,which both Professors Âpel and Millar teach. The work is laborious, at times painful, but it is a start.The students may continue in our regular courses, perhaps to fulfill a Linûeld Curriculumrequirement.

'We continue to monitor, prod, and push them. We lead them to improve their writing

and thinking.

The department believes that examinations (written essays) are an effective leaming experience inour courses. To this end, we require that students consider beforehand and then generate in class thequestions that they wish to engage during the examination.

Standard II-71I

This means that students are involved in anticipating/making choices about appropriateinformation; that they are required to determine beforehánd a ünã of argumenr; thai thley marshal theirevidence to defend that argument; and that they are more intimately involved with the examinationprocess than they might be otherwise.

This means as well that we have distinct indications,/instructions by which ro begin to grade theirwork, for scudents have told us what they intend to do. Such information is helpful fo1 arsesiingimprovement over time, allowing us to monitor students'performance against ih"i, o*r, previõuswritiltg and argumentation. If students ere not showing improvement, this practice also gives us atangible record for setting up conferences to go over the materials.

If such students do in fact become Religious Studies majors (or minon), we ûgure that they aretruly o,urs to guide and nurture.

'We compare their examinations, journals, writing i.r...rr.r.

'We do a

good-deal 9f gt9"p advising.'We require them to do original writing, to defend iiin public, and to be

proud of what they accomplish. The main venues for thã laffer are Senior Seminar and Senior Thesis,which ere overseen primarily by Professor Snyder. But again, all three departrnent members read thesesand teep track of students' accomplishments. In short, wã l."rr. them very little place to hide shoddywork or lack of intellectual com¡nitrnent.

That we are successful may be partially judged by a small but regular number of students whohave gone on to graduate school or seminary. Schooli heve included-Colgate-Rochester, Harvard,Princeton, Arizona State. VØe also have students who run their own succeìsful businesses, work forgov-ernment egencies, or serve as teachers or clergy. It is much to the point to say that we generatewell-rounded, well informed, well-engaged folk.

T. h"þ us to maintain and improve our assessment, Religious Studies nexr year will begin takingmore formal inventories--probably using focus groups--of studln¿s in Senior Seminar. The dãan hasidentified individuals skilled et such inventories, both on- and off-campus. The on-campus personwhom we should prefer is the director of the counseling center.

General Edtcatíon

Religious Studies has long participated in general education and will conrinue to do so. All of ourcourses fulûll various categories, especially tlltimate Questions, in the Linûeld Curriculum.

'We also

participate in writing intensive courses through the Inquiry Seminar and the Senior Seminar andSenior Thesis. This information is noted in the college catalog.

Faculty

Stephen Snyder, Chaiqperson, Professor; B.A. Stanford lJniversiry; lvt.A., Ph.D. Univenity of Chicago'William Apel, Professor, B.A. Muskingum College; M.Div. Garrett Theological Serninar; Ph.D.

Northwestern Univenity

William Millar, Professor; B.A. Linfield College; B.D. Andover Newron Theological School; Ph.D.Harvard Univeniry

Oy Ph.!. degrees are from Northwestem, Harvard, and Chicago. These are good institutions.We read widely. Two of us have books in the works. One of us published a few yeãn ago-

'We are in

the-process of completing a three-penon rycle of sabbatical leavei. While these håve beè-n good foreach of us as individuals, it has ca,used slight disruption in the collegial sense of rhe departmãnt. Onlyone student has been advenely affected by the absence of the three of us þerially) during her timehere.

'We adjusted slightly the department's graduation requirements to accommodate hãr.

Professor Millar has for four yean overseen the ¡{rts and Humanities program in DCE. He hasenlisted Professor Snyder to assist with DCE student theses, one ofwhich meãted honors argraduation.

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Professor Millar also regularþ teaches in DCE. He has offered introductory as well as upper-division biblical courses at a number of sites. He demands that students meet his high standards in theseas well as his on-campus courses.

Theatre and Comrnunication Arts Department

Mksìon

The Department of Theatre and Communication Arts believes strongly in the centraliry of ourdisciplines within the liberal arts. More specifically, our progrems explore the interaction of personsand institutions through symbolic messages. Whether these messages are expressed creatively from thetheatrical stâge, rhetorically from the speaker's platform, or inteqpenonally within our socialrelationships, appreciating and reflecting about them are essentiel to an understanding of ourselves andour society. This understanding is sought by balancing the creative and intuitive skills, imagination andscholanhip, public presentation and private introspection.

The various prograrru in Theatre Arts are fashioned to develop students who understand themulti-disciplinary facets of the theatre process within the context of the broader liberal arts; to helpsÈudents lear,n the various theatrical skills and to integrate those skills in presenting a theatre piece tothe public; and to prepare sttrdenus for entry level positions in theatre end theatre-related activities, forgraduate school if they so choose, or for a life-long avocacional but informed activiry in theatre.

The Communication Arts program is designed to develop students who realize thet our ability touse symbols to interact with one another is one of the defining characteristics of humans; that throughthis process.self and social reality are created; and that if we are to realize our potential, we must beable to produce and receive those s)¡mbols in meaningful and responsible ways with respecr for bothsimilarities and differences among people.

Counework, paracurricular and co-curricular activities, and the deparrment's internship programprovide students with theoretical penpectives, practical skills, and flexibility that prepare them forcareers and graduate work in theatre, communication arts, and related fields. The department offen amajor and a minor in Theatre Arts and a minor in Communication Arts.

Resou¡ces

The Theatre and Conrmunication Arts Department, a new department created in July 1997 as aresult of the realignment of the Department of Communications, includes programs in Theatre Artsand in Communication Arts (formerþ Speech Communication). Our focus this year has been thedevelopment of a relationship berween the two programs that embraces their commonalties whilemaintaining their distinctiveness. In keeping with our own and the college's mission, the department'sfaculty are com¡nitted to the ideals ofliberal arts education and believe both programs exempli$r therich penpective on life fostered by such ideals.

The department offers three degree programs: a major in Theatre Arts and minon in Theatre Artsand Communication ,trts. In addition, we conduct co-curricular programs in theatre production andintercollegiate forensics. The department includes three full-time, tenure-track positions and one full-time, three-year faculty appointment.

Facilities, stamng, and financial resources stand as the department's greatest challenge. In theTheatre Arts Prograrn, our faciüties are substandard, we are understaffed, and our production andequipment budgets are not keeping pace with increasing academic and production costs.

'We have

worked creatively and effectively within these constraints for decades; however, we have reached acritical point. These deficiencies jeopardize a regionally and nationally recognized program, preventthe program from being accredited by the National Association of Schools of Theatre (as a liberal arsprogram), and threaten the morale of faculty and students. It is thus a source of hope that the college'sLong-Range Plan has led the Linfield Trustees to name the Education Center for Art, Music, andTheatre as the top building prioriry in the current capital campaign. All members of rhe department

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hav-e participated with Theatre Projects, a consulting ûrm, and BOORA Architects in planning for thisfaciliw (See Exhibit U-11).

In the Communication Arts Program, balancing faculry resources between the academic programand the-forensi-cs program continues to be a primary challenge. lVe are faced with increasing úudgetdemands as well. The dePartment operetes with secretarial sãrvice from Campus Services th"t.orrãr,only instruction. Other deparrmental business, including thar associated withì theatrical productionentity and an intercollegiate, forensics program (i.e. production budgeting and purchasing, publicity,ticket sales, toumament budgeting and travel

"o"trg.*.nts) is overieen Éy fac.rtty *.*b.rr, which is

not an efficient use of their time.

Cunículum

Since the 1987-1988 selÊsrudy, each program has completed an internal review resulting inrevised degree requirements in Theatre and the reinstatemerit of the Communication Arts minor inthe fall of 1992.In addition, the Communication Arts Program completed a formal program review(See Exhibitt-12) during the spring of 1.997 and has revised the prtgram in light åf tñ"t process.The Theatre Àrts Program is pla.ming a similar review during the îggã fall semãster. our loal is tocomplete an intemal review every five yean and a for:nal r.rri.* with an outside consultarit at leastonce each decade. Faculty in both programs informally review curriculum annually.

We face the on-going challenge of restructuring and revising curriculum and de.gree requrrementswithout destroying-the inrrinsic philosophical bases and integriry upon which the programs rãst. Thisbecomes in-creasingly criticd in a global atrnosphere in whicÉ *.

"i. required t" ¿ifeã¿ not only the

integrity of our disciplines but liberal arts ideals as well.

To provide coherent -design of its degree, the Thearre major reguires 40 credits of sequencedcoursework covering all of the theatrical sub-disciplines; the minor rãquires 25 credits. ColneworkProgresses from introductory^to integrative with the capstone e4perienles, senior thesis and intemship,requiring the greatest level of such integration. The Communication Arts minor requires 22 credits.'Where

appropriate, upPer division courses require prerequisites that provide fundamentals for more .specialized study. The programs focus on both breadth and depth to ih. exrenr possible at theundergraduate level in programs that have numerous sub-disciþlines.

- Since nearly every course reguires the use of more than one of each student's several intelligences,and since almost all courses are naturally e>çeriential, the department's programs ofstudy follow-theprincþles of some of the most influential cãntemporary leariing theoriits. ih. ,"*. standards ofachievement are required for counes offered within all time frames, albbreviated or not. Some coursesbenefit from the condensed and concentrated time frame ofJanuary Term. Other courses clearþshould not be offered within condensed time Êames ifwe e4pect students to achieve comparabie skilldevelopment and theoretical understanding in whatever formãt they experience the same content.Although \À/e ere confident about the overall mastery ofprogram góak ånd course objectives in classesoffered duringJanuary Term, we are concerned about cåmparabiùry between the term and semesterformats' The revisedJanuary Term Program allows ,ls

".*-opporn¡nities and strategies for dealing

with these issues.

Departmental faculty are responsible for suggesting materials for updating library collections ineach-discipline. Our greatest challenge is the limited budget for library i.roo.ã.r. This is parricularlyproblematic in theatre since many of the books, especially in rhe design aÍea,, aÍe quite expensive.Virtually all counes incorporate the use of library and information resources, incluting the criticalevaluation of source materials.

Porrfolios for Division of Continuing Education students are evaluated by the department chairand/or faculry members with specific expertise within rhe two programs. We complete the evaluationsin accordance with DCE policies. Curently, the deparrment does nor award credii for prior learningoutside the Division of Conrinuing Education.

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Approximately 80 percent of the courses offered by the department are included in the LinfieldCurriculum. In addition, the theatre production program and the forensics program strive to provideeducational opportunities for students þoth as participants and audience members) outside the confinesof the "normal" classroom.

One of our goals is to offer on the Portland Campus more departmental courses that satisfyrequirements within the Linfield Curriculum.

'We need to be more proacrive in working with the

Director of the Portland Campus to identify appropriate courses and faculty to teach them.

Department courses offered by DCE are selected from the courses offered on the McMinnvilleCampus. Full-time faculry involvement with DCE is limited due ro other demands.

The department participates in the on-campus and travel facets ofJanuary Term, offeringberween two and four courses each of the last three years with plans to offer four courses in 1999.Given the small number of full-time faculty in the deparrmenr and rhe limired funds for adjunctfaculry, our challenge is to provide sufficient course offerings at the lower division level while retainingat least one upper division course for Theatre majon and minors.

Aduísíng

All tenured members of the deparbment are involved with advising majon and minors. Prior torealignment of the Department of Communications, one faculty member advised students in the MassCommunication Program. Two faculry members have served as Colloquium advisors; one of themedited the fi¡st three editions of the Colloquium's text, The Linfekl Companion. The third member ofthe department was instrumental in the creation of the award-winning HyperCard venion of theCompanion.

Since the realignment of the department, our biggest challenge is ûnding adequate facultyresources for regular participation in the Colloquium.

Assessment

Departmental processes for assessment are in place. Learning goals for each progrem have beenidentified and are included in the 1998-7999 college catalog as well as on the department's web sireand in additional materials distributed to students in the degree programs. Methods for assessing thosegoals are in place and described in the college's assessment plan. Since co-curricular and non-classroomperformative and integrative skills are such an integral portion of our programs, additional assessmentmeasures focusing on these aspects of the programs are also in place. These measure learning outcomesindependentþ of those assessed in formal classes. The department thus believes its plan supplements theassessment of student performance within individual classes in a manner consistent with theCommission on College's Poliry 2.2 on educational assessment.

Faorlty

Brenda DeVore Manhall, Chairpenon, Associate Frofessor of Communicarion Arts; B.A. UnivenityofDenver; M.S. North Texas State universiry; Ph.D. Southem Illinois University

Thomas H. Gressler, Professor of.Theatre; B.S. Xavier University; M.A. Bowling Green Univenity;Ph.D. Kent State Univeniry

Alfred Golden, Instructor in Communication Arts; I}.'\., M.A. Mankato State univeniry

Tyrone Manhall, Associate Professor of Theatre; B.A. North Texas State (Jniveniry; M.F.A. SouthernIllinois Univenity

All full-time faculty members, with the exceprion of recently hired AlÊed Golden, who is on athree year appointment, have the appropriate terminal degree as specified by the faculry bylaws andhave taught at Linfield for more than ten yean. Each is active in regional and national professional