LaMendola_ACP_Comp

Intro to Philosophy – Syllabus, Pg. 0

Adjunct Certification
Program

Electronic Portfolio

Charles LaMendola, M.S., M.A.
LSC – University Park
Dept. of History, Philosophy & Humanities
FALL 2017

LaMendola, Pg. 1

TABLE OF CONTENTS

SYLLABUS SNAPSHOT....................................................................................................................................... 2
LEARNING OBJECTIVES .................................................................................................................................... 3
BOPPPS LESSON PLAN .................................................................................................................................. 4-5
SUPPORTING MATERIAL ............................................................................................................................... 6-7
RUBRIC ............................................................................................................................................................ 8
REFLECTIVE ESSAY ...................................................................................................................................... 9-11
ACP PRESENTATION SLIDESHOW .............................................................................................................. 12-26

LaMendola, Pg. 2

Intro to Philosophy

Instructor Contact Information

Instructor: Charles LaMendola Office/Additional 832-246-0000 ext. 5553072
Office: 8th Floor Faculty Lounge Phone:
E-mail: By Appointment at University Park
Office Hours: Campus
N/A
[email protected] Website/Alternative
Contact:

Welcome to… PHIL 1301 Term & Year: Sum I 2017
Intro to Philosophy Semester Dates: 6/5/17-7/11/17
Course Title: 6002 (2767) Class Days & Times: N/A
Course Subject: 3 Class Room Location: Online
Course Section:
Credit Hours:

Course Overview

Course Description: This course examines fundamental philosophical topics, such as knowledge, morality, the existence of
God, reality, and free will. Each theory, presented through the study of selected major philosophers and representative
works, is critically analyzed. For details, search the course title on the LSCS Course Catalog.

Student Learning Outcomes:*

• Demonstrate an understanding of the ideas of historically significant Western philosophers
• Demonstrate an understanding of major branches of philosophical concern
• Demonstrate the ability to think critically by questioning assumptions and using evidence to support claims
• Demonstrate an understanding of and rationale for one’s developing personal philosophy
• Demonstrate a developing understanding of intellectual autonomy and responsibility in belief assessment

Your grade will be Details Points Percent of
determined by the following (if applicable) Final
Weekly Class Discussion Assignments Average
Discussion Boards 4-7 page paper on a self-selected topic 14x5 70
Term Paper Discussion Board 1 & Paper Draft 30 30
Bonus 10x2 20
Total: 100 (1B0o0n%us!)
GRADE ANALYSIS:

• Philosophy is difficult to read! You will not be able to read philosophical works in the way you read magazine
articles. Instead, you will need to read the material slowly, carefully, and more than once, in order to
understand not only what position an author holds, but also how the author argues for that position.
Readings that are assigned in the course schedule should be read prior to the date they are assigned. The
date they are assigned is the date they will be discussed in class. Keeping up with assigned readings and
course material is crucial to passing this course! If you are having difficulty finding readings or understand
material please do not hesitate to contact the instructor or other appropriate campus facilities for assistance.

LaMendola, Pg. 3

Learning Objectives

Course Student Learning Outcome: Demonstrate critical thinking skills in evaluation and application of philosophical
concepts to various aspects of life

Learning Objectives:
By the end of this lesson, students will be able:

1. Explain the difference between a life of virtue and those concerned with pleasure, wealth, and honor

2. Apply Aristotle’s definition of happiness to diverse types of lives determining their moral worth

Questions

a) Explain how understanding the Greek word ‘eudaimonia’ as meaning not only ‘happiness’, but ‘flourishing’, is
important to Aristotle’s argument for virtue. (Knowledge and Comprehension)

b) List and distinguish between the three common conceptions of happiness Aristotle argues against in the
Nicomachean Ethics, Book I, Ch. 4. (Comprehension and Application)

c) Using the argument for exercising virtue as the highest good, how should you evaluate the life of a person how
seeks political office only for personal gain? (Analysis and Knowledge)

d) For Aristotle, if the exercise of virtue is fundamentally a rational activity, and this is the content of happiness,
assess the life of a scientist whose only activity focuses on experiments. (Synthesis and Evaluation)

LaMendola, Pg. 4

BOPPPS LESSON PLAN

COURSE: PHIL 1301 Intro or PHIL 2306 – Intro to Ethics

Lesson Title: Aristotle’s Virtue Ethics and Moral Exemplars
Bridge: How will you gain learner interest and set the stage for the lesson?

Estimated time: 10 min
Course Student Learning Outcome: Demonstrate critical thinking skills in evaluation and application of philosophical concepts to
various aspects of life

Learning Objectives: By the end of this lesson, students will be able:
1. Recall Aristotle’s Golden Mean
2. Identity a virtue by describing the characteristics with the associated vices
3. Evaluate whether a person is a moral exemplar of a specified virtue

Pre-Assessment:

Estimated time: 20min online quiz due before class.

• What is the definition of an argument? (Remember)
o A set of reasons offered in support of a conclusion, capable of being believed or refuted.
▪ An argument consists of two parts: premises (or the reasons) and a conclusion(s).
o An angry argument or disagreement, typically between people who are usually on good
terms.
o Fisticuffs between two or more belligerents.
o An exchange of diverging or opposite views, typically a heated or angry one.

• What does the word "philosophy" literally translate to? (Understand)
o "love of wisdom"
▪ The ancient Greeks had three different words of 'love'; "philos", the root word of
philosophy, implies a fraternal, or brotherly love; the kind of love indicative of the
relationship between a teacher and student.
o "mysterious wisdom"
o "knowledge of the unknown"
o The study of the fundamental nature of knowledge, reality, and existence, especially when
considered as an academic discipline.
▪ This is the actual dictionary definition provided by Google, and a decent working
definition to familiarize yourself with.

• Analyze the following argument for soundness: (Analyze)
▪ If punishment is a deterrent, then we should accept harsher forms of punishment.
▪ Capital punishment is harshest penalty available.
▪ So, we should adopt capital punishment a deterrent.

• Why does Aristotle define ‘human beings’ as ‘rational animals’? (Understand)
• Crossword Puzzle Builder will used to assess familiarity with the terminology of Aristotle’s argument –

Aristotle’s Virtue Ethics Crossword
https://www.proprofs.com/games/crossword/aristotles-virtue-ethics-1/

• At least one classroom assessment technique (CAT) – “The Muddiest Point” exercise will be used at the end
of the lecture. While sometime what is clear to the lecturer will not always be clear to the student. The class
will also be encouraged to ask questions via email and at the beginning of next class for review

LaMendola, Pg. 5

Participatory Learning: Group Exercises

Time Instructor Activities Learner Activities Lesson Materials

10min Review: Three Steps to Happiness; Q&A: Aristotle’s argument in NE, Bk. I & II Nicomachean Ethics, Bk
Operation of the soul; What is highest good for man? I, Passages from Ch 1, 5,
What are the three steps happiness? & 13

15min Review: how to achieve the ‘mean’; Q&A: Aristotle’s argument in NE, Bk. II Nicomachean Ethics, Bk

Building good habits What is the Golden Mean? II & III

How does a person achieve their mean?

Example: Comedians and Wit

Louis C K v Ben Stein

20min Group Activity Pt. 1: See Handout Steps 1-4 Handout Worksheet

-Separate class into groups Why/how did your group choose this virtue?

-Have groups choose a virtue for another What did you use to come up with a

group description of your choice?

-Fully describe a virtue with it

accompanying behaviors

20min Group Activity Pt. 2: See Handout Step 5-6 White board

-Have first group take over the virtue they Why did you choose this person as an

assigned to the second for the remainder exemplar?

of the exercise Evaluate where your choice of person might

-Choose a moral exemplar for your group’s fail to be adequate.

virtue; apply the exemplar to your account

-Discuss any discrepancies between one

group’s account and the other’s choice of

exemplar.

Post-assessment: How will you assess if objectives have been met?

Estimated time: A formal written paper will be required by each student to assess their participation in the group, as well as

general command of the material. The goal behind the group exercise is to help students create an outline of their essay, while

having direct access to the instructor and classroom discussion.

Summary: How will you close the lesson? – The lecture will close with a brief review of the main points and definitions or

Aristotle’s argument. The use of the Muddiest Point CAT will be applied if adequate time remains in the lecture.

Estimated time: 5-10 min

LaMendola, Pg. 6

Aristotle Group Exercise
Professor LaMendola
PHIL 1301 & 2306

1. Choose a virtue. What goods or values does the consistent employment of this virtue produce?
Explain why you think this virtue is valuable.

2. Develop a general description of your virtue. Aristotle might say, people who have virtue X tend to
exhibit certain characteristics (or do certain things) in certain kinds of situations. Describe these actions
and circumstances. Stick to one class of examples.

3. Identify the corresponding vices of excess and defect. Give examples of actions that would typify
each vice.

4. Identify what circumstances might arise that prevent someone from exercising the virtue you
choose.

5. Identify a moral exemplar for your virtue.

6. Does your virtue stand alone or does it need support from other virtues or skills? For example,
integrity might also require moral courage.

LaMendola, Pg. 7

ARISTOTLE'S ETHICS - TABLE OF VIRTUES AND VICES

SPHERE OF ACTION EXCESS MEAN DEFICIENCY
OR FEELING Courage Cowardice
Rashness Temperance Insensibility
Fear and Confidence Licentiousness/Self-
Liberality Illiberality/Meanness
Pleasure and Pain indulgence

Getting and Spending Prodigality
(minor)

Getting and Spending

(major) Vulgarity/Tastelessness Magnificence Pettiness/Stinginess

Honour and Dishonour Vanity Magnanimity Pusillanimity
(major)

Honour and Dishonour Unambitiousness/undue
humility
(minor) Ambition/empty vanity Proper ambition/pride

Anger Irascibility Patience/Good temper Lack of
Self-expression Boastfulness Truthfulness spirit/unirascibility

Understatement/mock
modesty

Conversation Buffoonery Wittiness Boorishness

Social Conduct Obsequiousness Friendliness Cantankerousness

Shame Shyness Modesty Shamelessness
Indignation Envy Righteous indignation
Malicious
enjoyment/Spitefulness

LaMendola, Pg. 8

Student Name: __________________________
PHIL 1301 – Intro to Philosophy
Professor LaMendola

Paper Grading Rubric: X / 20 points

Completion Level Unsuccessful Partial Satisfactory Successful Exemplary
0/1 Points 2 Point 3 Points 4 Points 5 Points

Thesis: Paper advances a clear, You did not The first three You gave a You articulate You present a
relevant, and insightful claim on provide a thesis. sentence in your thesis by an idea beyond novel idea, not
a topic of the course. paper presented restating the the essay presented in the
the same idea. essay prompt. prompt. text or class.

Argument: Paper provides You did not You did not Your argument Your argument You clearly and
sufficient, relevant, and accurate provide an provide is lacking in its adequately concisely defend
evidence in support of the thesis argument. sufficiently support or answers the your thesis.
statement. formed articulation. essay prompt.
argument for
your paper.

Understanding: Presents a fair You do not have You do not You understand You address the You more
and accurate interpretation of adequate adequately the main idea of adequately
the topic, including reference to command of the understand the the assigned main ideas and comprehend the
assigned readings, with an material. material or have material, but assigned
awareness of various positions not spent miss some of the the premises to material.
as well as the differences enough time finer points. the author’s
between them. with the
secondary argument.
material.

Composition: Paper is written Your paper does Your paper has There are Minimal errors, No errors, or
clearly, with minimal not adequately serious errors grammatical but still few that hinder
grammatical and spelling errors, adhere to which hinder and formatting recognizable your paper.
organizes evidence in a standards of understanding errors. enough in your
convincing manner, and grammar and your ideas. paper.
provides accurate and properly composition.
formatted citations.

LaMendola, Pg. 9

Charles LaMendola
LSC – Adjunct Certification Program

Reflective Essay

Fall 2017

1) What value / knowledge / insights have you gained from the Adjunct Certification Program?

First and foremost, being introduced to the BOPPPS method for lesson planning will be an invaluable

tool for future lecture. The group discussed broadly and thoroughly the different ways in which the method

could be used to facilitate instructions, both in and outside of the classroom. The focus on learner-centered

instruction facilitates active engagement with assigned material deepening the students understanding of real

diverse applications to everyday life. If nothing else, the BOPPPS method could be used personal evaluation

method for the instructor of their lesson plans during the semester. For instance, it could help lessons from

becoming stale by helping the instructor review how material is presented over a unit or module of a specific

course, instead of an individual lesson.

The most insightful part of the entire program was the ability to engage with disciplines outside of my

own. In a historical context, all other disciplines originate with philosophy, so it is concern with the much larger

picture of human learning, and not so much the minutia of discrete areas of study. While this affords one a

much larger perspective and access to the foundations of thinking, the disadvantage is we miss out on the bits of

insight other disciplines offer. Whether that is narrative structure in math lessons, or how to use peer review to

teach principles of form art, we all have something to teach each other about teaching.

2) How have you incorporated the knowledge gained into your classroom?
For the duration of the ACP this semester, I used the BOPPPS method to evaluate a participatory

learning exercise I employ each semester. I was experiencing a few issues with how the students prepared for
the lecture, so I needed a new method for introducing the of that lesson to students. The problem was figuring
out how to remind students of material presented over the course of several lectures. I used the BOPPPS method
to develop assessments and evaluations to determine which part of the lesson I need to focus on to prepare the

LaMendola, Pg. 10

student for the in class participatory learning exercise. When I graded the written evaluations for the exercise
this semester, I noticed a difference in the students’ responses citing more thorough, complete, and insightful
examples. I will need to run the exercise several more times to determine how effective the BOPPS changes
were, but I can say there was an impact.

3) How has this program made you a more effective instructor?
I believe by having a reliable method for self-evaluation, I am already a more effective instructor. I feel

less hesitant to ask students for feedback about the class, understanding ways in which it will not undermine my
authority in the classroom, helping to clarify the presented material. I am more inclined to allow for group work
in and outside of class, asking for peer reviewed papers and collaborative projects. These group projects will
allow me to achieve the goal of making the students take responsibility for the assigned material in class, thus
making them responsible for their own education. Passive engagement by the instructor allows for the active
engagement by the students. Learning how to let go of complete control of my classroom times, makes me a
facilitator of learning, not a despotic lecturer.

4) What suggestions do you have for further professional development opportunities?
I believe that more professional development opportunities could be afforded to adjunct and full-time

faculty by adding a second part to the certification program. I would begin by saying that the in its current form,
the ACP sufficiently achieves its goals by providing faculty with effective pedagogical tools. However, just like
some of our lectures, lessons become stale and forgotten. A refresher course could be offered to faculty who
have already completed the program. It is not necessary for the refresher course to be of the same length as the
original ACP, but a course with 1-2 face-to-face meeting and an online component utilizing the already existing
material on D2L would be good. This would alert participant to updates in the material and reconnect with other
alumni. Additionally, a second part to this course would be much appreciated. Part II could be of the same

LaMendola, Pg. 11

length and breadth as the original course, beginning with a review of BOPPPS, but focusing more on techniques
for constructing lectures from scratch, rather than through one pedagogy alone.



ACP
Showcase
Portfolio

Name: Charles LaMendola
Discipline: Philosophy Dept.

Date: 11/7/16

Table of Contents

Student Preparation Strategy
• Read and discuss Nicomachean Ethics,
Books I & II
• One lecture prior of an introduction to
Aristotle

• BOPPPS lesson-be sure to highlight the
following:
• CAT – The Muddiest Point
• Questions – Centered on Participatory
Learning Exercise
• Technology – Instructor Crossword
Puzzle

• Reflection
• I had fun! And so should you!



Studen

• Application of Logical Reasoning an
• Use of Historical Analysis in the Co

• Plato, Five Dialogues & Republic

• Euthyphro, Apology, Crito, Meno, & Pha

• Discuss Plato’s philosophy and its inf

• Build this lesson to a comparison o

• Kant’s Deontology, Mill’s Utilitarianis
• Or, influence on the foundation of Ni

nt Prep

nd Critical Thinking Skills
onstruction of Ethical Systems

aedo

fluence on Aristotle

of other major systems of ethics

sm
ietzsche and Existentialism

BOPPPS – BR

Create a Hero!

• Instructor gives their own example
• Asks student to take 1-2mins to thin

person, fictional or real, who they ad
Then, in 1-2mins ask students to refl
on why they made that choice.
• Look for common themes
• Guide the students toward applying
Aristotle’s Virtues

RIDGE IN

nk of
dmire.
lect

BOPPPS – OBJECTIVES

By the end of this lesson, students will b
able:

1. Explain the difference between a life of vir
and those concerned with pleasure, wealt
honor

2. Apply Aristotle’s definition of happiness to
diverse types of lives determining their mo
worth

be

rtue
th, and

o
oral

BOPPPS- PRE-

• Online Quiz – Similar to reading a r
in class or as a short paper

• The deadline for the quiz would be
allowing the instructor to adjust th
of the class

• Quiz will consist of three levels of B

• Remember, Understand, & Analyze

• The final question of the quiz is the
if a student has an understanding o

• “Why does Aristotle define ‘human b

-ASSESSMENT

reading quiz which could be given

e at least 24hrs prior to class,
he Bridge-In according the progress

Blooms Taxonomy

e most important, since it will show
of the basis Aristotle’s argument

beings’ as ‘rational animals’?”

Questions

Depending on how the Pre-Assessment went,
these questions can be used to generate discu
as well as review the relevant concept for it.

• Utilizes all levels of Bloom’s

• Explain how understanding the Greek word
‘happiness’, but ‘flourishing’, is important to
and Comprehension)

• List and distinguish between the three comm
argues against in the Nicomachean Ethics, B
Application)

• Using the argument for exercising virtue as t
the life of a person how seeks political office
Knowledge)

• For Aristotle, if the exercise of virtue is fund
content of happiness, assess the life of a scie
experiments. (Synthesis and Evaluation)

as well the general progress of the class,
ussion for the Participatory Learning Exercise,

‘eudaimonia’ as meaning not only
o Aristotle’s argument for virtue. (Knowledge
mon conceptions of happiness Aristotle
Book I, Ch. 4. (Comprehension and
the highest good, how should you evaluate
e only for personal gain? (Analysis and
damentally a rational activity, and this is the
entist whose only activity focuses on

BOPPPS – Participatory
Lesson

Group Exercise
1. Draws on the Bridge-In by asking students

to revisit their choice of hero
• Application of a moral theory, not just a
conceptual discussion

2. Consists of six questions to be discussed and
answered by the group
• Sets of three with different recorders

3. Discussion within the group
• Necessary to answer each part of the
question

4. Presentation of group’s choice to the class
• Class discussion



Participatory Learnin

1. Choose a virtue. What goods or values does the co
Explain why you think this virtue is valuable.

2. Develop a general description of your virtue. Aristo
exhibit certain characteristics (or do certain things)
actions and circumstances. Stick to one class of exa

3. Identify the corresponding vices of excess and defe
each vice.

4. Identify what circumstances might arise that preve
choose.

5. Identify a moral exemplar for your virtue.
6. Does your virtue stand alone or does it need suppo

integrity might also require moral courage.

ng Exercise Questions

onsistent employment of this virtue produce?
otle might say, people who have virtue X tend to
in certain kinds of situations. Describe these
amples.
ect. Give examples of actions that would typify
ent someone from exercising the virtue you

ort from other virtues or skills? For example,

ARISTOTLE'S ETHICS - TABL

SPHERE OF ACTION OR FEELING EXCESS
Fear and Confidence Rashness
Pleasure and Pain Licentiousness/Self-indulgence
Getting and Spending Prodigality
(minor)
Vulgarity/Tastelessness
Getting and Spending
(major) Vanity

Honour and Dishonour Ambition/empty vanity
(major) Irascibility

Honour and Dishonour Boastfulness
(minor) Buffoonery
Anger Obsequiousness

Self-expression Shyness
Envy
Conversation

Social Conduct

Shame

Indignation

LE OF VIRTUES AND VICES

MEAN DEFICIENCY
Courage Cowardice
Temperance Insensibility

Liberality Illiberality/Meanness

Magnificence Pettiness/Stinginess

Magnanimity Pusillanimity

Proper ambition/pride Unambitiousness/undue humility
Patience/Good temper Lack of spirit/unirascibility

Truthfulness Understatement/mock modesty
Wittiness Boorishness

Friendliness Cantankerousness

Modesty Shamelessness

Righteous indignation Malicious enjoyment/Spitefulness

BOPPPS- POST

• Instructor Online Crossword

• Terminology and conceptual reinforc

• Short Paper

• 1-2pg (350-700 word) paper written
• Assess student’s participation in thei

the material
• The goal behind the group exercise is

their essay, while having direct acces
discussion
• Sometimes counts as extra credit

• Low stakes learning to reinforce learnin
• Cuts down on plagiarism

T-ASSESSMENT

cing
by each student individually
ir group, as well as general command of
s to help students create an outline of
ss to the instructor and classroom

ng of concepts

CAT!

Muddiest Point

• What did you understand the least?

• Why?
• Help students to clarify concepts on their own
• Important to intellectual development

• What did you understand the most?

• Why?
• Possibly help answer the first question

• Review in class if possible
• Information about needed emphasis for the next

lecture

• Conclude with a review of main points and
instructions for next class session



BOPPPS- S

• B – We discussed our heroes!
• O – Application of the Golden Mea
• P – Reviewed the main argument f
• P – Collaborative application of Vir
• P – Personal reflection on our choi
• S – Cleared up the muddiest point

SUMMARY

an to our Heroes
for virtue Ethics
rtue to a Hero
ices
of our lecture

Personal Reflection on

• Brief! (Yes, it was)
• Enlightening

• First direct experience with pedagog

• Reflective

• Critical assessment of commonly use
• An opportunity to evaluate for clarity

• Networking

• It’s always great to meet with other d

n My ACP Experience

gy
ed lessons
y and overall effectiveness
disciplines!