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DEPARTMENT OF HISTORY, PHILOSOPHY, AND GEOGRAPHY
2007 ANNUAL UNIT REPORT
HISTORY
1. Develop Divisional and Departmental organizational plans on a five-year basis. The department submitted its most recent five-year plan in the spring of 2004. The goals listed by the History faculty and the progress made in achieving them will be listed below. 2. Support and promote high quality general education. The mission statement for the discipline of history was included in the original report. This mission remains unchanged. Goals: In survey courses: Students must learn how to use a library in order to find primary and secondary sources. Students must learn how to read these sources critically and analytically. Students must understand how to synthesize historical theses into coherent written statements. All of these activities are being practiced in most survey courses, through the use of a variety of assignments, such as book reviews, thesis statements, comprehensive essays, and research papers. However, students in European survey courses have only minimal opportunity to find primary sources in the MWSU library because we cannot afford to purchase such first-hand accounts. In upper-level courses: Students must learn how to cite sources accurately in the traditional manner of professional historical research. Students must learn how to locate collections of primary sources in historical research by using the Internet. All of these activities are being practiced in upper-level courses, chiefly as components for research papers, which are required in most upper-level history courses. Our faculty wish to: add a third survey course in American history focusing exclusively on the twentieth century – HIS 160 (?) – thus necessitating a restructuring of HIS 140 and HIS 150.
This issue remains under discussion. The two full-time professors in American history do not agree on all elements involved in this decision. They concur that the change is not feasible until another full-time faculty member is hired to teach American history, because we are already spread too thin as it is in order to teach sufficient sections of HIS 140 and HIS 150. This faculty slot could be filled by an historian who could teach Twentieth Century U.S. History as well as Historical Preservation. (See our newest Five-year Report, dated 2004 as well as Section 7 of this Annual Report). Philosophically, those same two professors disagree on the overall issue itself. One faculty member thinks that we should continue to use the end of the American Civil War as a dividing point between HIS 140 and HIS 150. The other faculty member believes that twentieth century American history has become such a gigantic period by itself that it would make more sense to add a third course and divide American history at the General Studies level into three courses covering the following chronological periods: HIS 140 – 1600 to 1815; HIS 150 – 1815 to 1920; HIS 160 – 1914 to the Present. consider ways to refine all survey courses in History. This is an ongoing process in all history courses. In our view, a history course is a dynamic rather than a static entity. The integration of new information, alternate levels of emphasis, sequencing variations, and adjustments to depth and breadth of topical coverage are constantly being effected with an eye toward improving students’ comprehension of the subject matter. integrate technology as a complement to HIS instruction – not a replacement of the traditional lecture style of teaching. This is a matter of personal choice by each faculty member. Technology is already used by each History professor in various ways. Dr. Jimm MacGregor uses Powerpoint to accompany every class he teaches. He also uses WebCT in all of his classes to distribute class materials (syllabi, readings, study guides) and to post grades. He also gives quizzes on the textbook readings on WebCT in his survey courses. Dr. Steven Greiert puts his course syllabi on the O-drive for students to access. If employed with precision and skill, technology can complement the instruction of History in a positive manner. However, it is not essential to the delivery of an excellent lecture by a highly talented historian. An exception must be noted for HIS 365 Methods of Teaching Social Studies, which is actually a secondary education course rather than a History course. We have added electronic portfolio and web-based instructional components to comply with the requirements of the National Council for the Social Studies (NCSS). The securing of NCSS accreditation for the Teacher Education program is a high priority for the administration. Justification The justification for the above goals was stated in the original report. It remains unchanged.
streamlining our course offerings and addressing workload issues for Dr. Jimm MacGregor. Emphasize the relationship between skills learned in History courses and those desired by employers. In our experience, the skills most desired by employers are: the ability to write clearly, cogently, and coherently; the ability to think critically and analytically; and the ability to utilize both inductive and deductive reasoning. Success in the discipline of History requires all of these skills. Justification The justification for the above goals was included in the original report. It remains unchanged.
4. Increase the number of students graduating with a LAS major by 25% using an AY 1999/2000 to AY 2003/2004 comparison. Goals: Raise the number of graduates from an average of 15 students/year (1992-1997) to 19 students/year by 2004. According to our newest Five-year Report, dated 2004, the History program actually graduated annually an average of 12.6 students during the period from Fall 1992 through Spring 1997. From Fall 1997 through Spring 2003 the History program graduated annually an average of 14.7 students. This represented a 16.7% increase in History graduates over the last five years from the previous five years. In 2006 the History program graduated 18 students (10 in the Spring and 8 in the Fall). This represents a 22.4% increase from the average registered during the period from Fall 1997 through Spring 2003. The goal of 19 students/year by 2009 is a very reasonable goal. A variety of means for addressing this goal has been introduced. The vast majority of History majors is “recruited” in our General Studies courses. Up to this point this appears to be the only recruitment avenue to show moderate success. Some methods have proven to be of negligible value in this regard, such as participation in the Majors Fair and the Griffon Edge. Some are actually counterproductive, such as the offering of dual-credit classes. The greatest potential for successful recruitment and retention of higher ability History majors will come, in our opinion, not from marketing strategies, but from offering a selection of upper-level courses significantly larger than the present one, and one comparable in both number and variety to those of other four-year colleges and universities in Missouri with similar student enrollment totals.
Our annual high school History Bowl competition was renewed in Fall, 2004, because our department gained sufficient funds in its operating budget to finance it. Therefore, we rejuvenated one method of “recruiting” students that had worked for thirteen years. We have continued the high school History Bowl each Fall semester since 2004. For Spring, 2005, we sought to initiate our first middle school History Bowl. That proved to be more difficult than anticipated. For this first attempt we contacted only St. Joseph middle schools. We were unsuccessful in attracting more than two schools for this competition. We discussed branching out in Spring, 2006 to invite middle schools from surrounding counties to participate. However, we decided against holding the middle school History Bowl until Spring, 2007, because of other pressing issues that needed to be addressed immediately. In Spring, 2007 we decided to discard this idea entirely. Because our department operating budget is so small, we sought and received in Fall 2006 and Fall 2007 funding for the MWSU high school History Bowl through money from the Mary Boder fund available to our department. We have also cooperated with the recruitment efforts of the Office of Admissions at MWSU in several ways: 1) Department faculty rotated in setting up our department display “big board” and sending one of our full-time faculty to meet with prospective students visiting the campus on “Open House days”; 2) Dr. Steven Greiert cooperated with the MWSU football coaching staff by meeting prospective recruits for that team who also were interested in teaching History and coaching football at the secondary level; 3) In Fall, 2005 the HPG Recruiting Committee designed a letter and flier to be mailed to high ability prospective students. Dr. Jimm MacGregor worked in conjunction with the Office of Admissions to produce these materials, which, along with a student response card, were mailed to these students periodically throughout the past two academic years. Increase awareness of History major programs through promotional materials. Our previous Annual Report of 2005 stated the following: “Our History brochure is outdated because our departmental operating budget is so low that we cannot afford to update it, print it, and distribute it. Fact sheets have been retained for all major and minor programs in the department. They have been updated and are currently being distributed. We have developed a brochure for the Summer Field School in Historical Preservation that we undertook beginning in the Summer of 2004.” Changes have occurred in our promotional materials during AY 2005-2006. They are as follows: 1) We no longer use our outdated History brochures. They have been replaced by new brochures produced with Foundation money. We ordered 500 of these brochures. When we run out of them, however, our department faculty has already voted not to order any more because they are too expensive and our departmental operating budget is still too low to justify this expenditure. 2) Dr. Jimm MacGregor designed a new flier that has been approved by our faculty and sent to the MWSU Admissions Office. Tyson Schank is the liaison from that office to our department. He regularly distributes this flier to all prospective History majors in MWSU recruiting efforts. 3) Although we have not scheduled a Summer Field School in Historical Preservation for
The History faculty decided this year that this should be our top priority in hiring. We also determined in 2006 that “Asian History” was more suitable than “Far Eastern History.” This goal appears to be almost unattainable. We submitted a request for this position as our top priority in AY 2005-2006. Although it was placed on the list of positions to be considered by the College of LAS, it was not approved for advertising an open position. Despite requesting this position every year since AY 1988-1989, we have watched numerous other positions created – one even without having been requested by the department involved, while this one remains uncreated year after year. We can only conclude that the attainment of this goal remains a very low priority for the College of LAS and for the administration as a whole. We have not received a new full-time position in History since 1974. Other Missouri colleges and universities with whom we compete for students employ the following number of full-time History faculty[ figures]: Central Missouri State University – [11]13; Missouri Southern State University – [7]7; Northwest Missouri State University –[7]7; Southeast Missouri State University – [13]13; and Truman State University – [15]14. Those departments, thus, have lower professor-student ratios than we have at MWSU. Moreover, they can offer a wider variety of courses as well as more sections taught by full-time faculty. Clearly those universities have placed a higher priority on their History programs over the last three decades than has Missouri Western on its own. Now that Missouri Western has gained parity with other state supported colleges and universities in terms of state funding as well as “university” status, we can only hope that recognition of the dismally underfunded and understaffed department of HPG, among others, along with measures to ameliorate these problems, become an equally high priority. Goal: Hire a full-time tenure-track History professor with an earned doctorate in 20th^ Century United States History with the professional background to lead and develop a new program in Historical Preservation and Archival Management. Our History faculty have changed their minds and now list this position as their second choice for new positions behind the one in Asian History. It would fit in well with the new Missouri Western focus on applied learning. Although the second Summer Field Program in Historical Preservation in the Summer of 2005 was as successful as the initial one in the Summer of 2004 in terms of student enrollment, the History faculty believe that this position is less important in their long-range plans for their major and minor. A third Summer Field Program in Historical Preservation did not occur in the Summer of 2006 because of a staffing problem. Justification The justification was stated in the original report. It remains, if fruitlessly, unchanged.
8. Expand off-campus learning programs. Goal:
Develop HIS 150 distance education course. This course has been developed and offered. At the same time, though, the only effective method of recruiting majors to our discipline has been through our offering survey courses on campus. If a distance education section was offered, the class size would be reduced to 15 from the usual class size of 60 students. Considering that we have no evidence that viewing a distance education section has caused students to become History majors, we believe that this would not be an effective use of available resources. At the same time, we will revisit this issue each year to reassess its likelihood of success. Offer History courses abroad in the Summer sessions. Unfortunately, because of a fundamental disagreement with the Western Institute over how to finance and run a Summer Abroad History course, this program did not continue during the Summer of 2005. A curricular change to institute permanently such a course during the Summer session was successful in AY 2004-2005. Students will be permitted to take this course only once, however, as fulfillment of a major requirement. This will protect other on-campus upper-level courses from being avoided by History majors. Unfortunately for this program and others like it within the College of Liberal Arts and Sciences, unwise decisions made by the leader of the Western Institute have made this program financially unfeasible for faculty and students alike. Leaders of the Western Institute seem to be creating chaos, instead of progress, by their unwillingness to listen to faculty who have positive track records in this area. As a result, our department cancelled its Summer Abroad course for 2005, even though at least forty students showed initial interest. Once the Western Institute established new policies regarding cost, that student interest rapidly dissipated. We made no plans for a Summer Abroad course in
- A new approach has been undertaken, however, with a new Study Away program. Dr. Karen Fulton from the Department of English, was appointed in 2006 to oversee this program. We strongly support her efforts to make this program successful. We hope to renew our Summer Abroad History course in the future (possibly as early as 2008) – but only under academic and financial terms that are acceptable to our faculty. Offer History courses off campus in the Summer sessions. This has already been done with moderate success. During the Intersession of 2004 and Intersession of 2005, we offered a Special Topics course HIS 296, titled, Historic Preservation Field School. Each time the enrollment was 11 students. In each instance the course was taught by a professional historian from Southeast Missouri State University. This same person indicated that she was willing to continue as the instructor in ensuing Summer sessions. As a result, our History faculty submitted a curricular proposal for a new course, HIS 235 Historic Preservation Field School, which was added to the MWSU catalog, beginning in AY 2006-2007. Unfortunately, the aforementioned historian from Southeast Missouri State University changed her mind and committed to another project in 2006. She is no longer interested in continuing this Summer course for MWSU.
A year-long project involving research on the history of transportation networks in the St. Joseph area, sponsored by the state department of transportation, was carried out in AY 2001/2002. It was coordinated by a MWSU History graduate and was researched by two MWSU History majors. Initial feedback on the project was very positive from all parties concerned. The final result was very successful. The local director of the department of transportation (Andy Clemens) sent a letter of appreciation and indicated that the quality of work was very highly regarded at the state and local levels. We hope to be able to coordinate more such projects in the future. No new developments, however, occurred in AY 2006-2007. See Section 8 and Section 10 (above) in this report regarding HIS 235. Initiate and maintain contacts with preservation societies about internships. Contact has been established with the head of St. Joseph Preservation. No internships, though, have as yet been established. Note the aforementioned course, HIS 235, that has been added to the MWSU catalog. Initiate and maintain contacts with landmarks commission about internships. While contacts have been established, no internships have as yet been established. Initiate and maintain contacts with restoration exhibits about internships. We have been unable to discover any restoration exhibits that need internships. However, contacts have been established with government agencies, including the department of state of Missouri. Maintain contacts with high schools, and mentor students in their secondary teaching preparation. The History faculty have many such contacts. We have been visited on campus by high school History classes, who have been guests at some of our classes. We are currently offering five dual-credit programs at area high schools. After suspending our annual History Bowl for high school teams for two years because of cuts in our operating budget, we renewed hosting that event during the Fall, 2004. We have continued this event since Fall, 2005, and fully intend to do so every year hereafter. Serve the academic community of professional historians as well as local and regional communities through professional research. The History faculty have all annually published scholarly articles in refereed journals and/or presented scholarly papers at refereed academic conferences. In this way we have served our own academic community of professional historians regionally and nationally. Similarly, most of the History faculty have spoken to local and regional
community groups on an assortment of historical topics – thus contributing to the knowledge of people in those communities. Promote student research for presentation at regional and national conferences. From Spring, 2003 through Spring, 2005, the History faculty sponsored a renewal of Undergraduate Historiographical Research Symposia at which two History majors each year have read papers and expounded upon historiographical issues and research on the following topics: 1) The American Revolution; and 2) The Jacksonian Era. The purpose of these symposia is to prepare students to present their research at regional and national conferences among their peers. This is one way in which History faculty can encourage students to engage in Applied Learning, which is part of the overall Strategic Plan at MWSC. In Spring, 2005 two more students majoring in History presented papers at this symposium. However, one of the students, who was minoring in Geography, delivered a presentation in that academic discipline rather than in History. No symposium occurred in Spring, 2006, because only one paper measured up to department standards for such a presentation. In Spring, 2007 two History majors were asked to present their papers to a rejuvenated symposium. But other coursework and family issues caused each of the invited students to decline the invitation to present their work. There is a good chance, however, that the UHRS will be renewed in 2008.
11. Establish or refine assessment procedures to evaluate goal attainment. Goal: Keep accurate departmental historical records to document developments within the discipline of History. This is currently being done. The department keeps track of all majors, minors, pre- majors, intended majors, graduates, and, where possible, employment of our graduates. Furthermore, we keep accurate records of the scores of our students on exit exams, including ETS scores and PRAXIS scores (for prospective high school instructors). 12. New Goal: Create a Baccalaureate Program in Historic Preservation. Goal: Create, design, and prepare this program for implementation. This idea was conceived during the Spring semester, 2002. Currently, only a handful of baccalaureate programs in Historic Preservation exist in the United States. The closest one to MWSU is the program at Southeast Missouri State University. This program would be particularly appropriate for the St. Joseph area, because of its large number of historic buildings, as well as surrounding communities such as Weston, Plattsburg, and Kansas City in Missouri and Atchison, Kansas. A committee was formed to investigate
PHILOSOPHY/HUMANITIES
Faculty
1. Form a new department with history and geography faculty (related to LAS Goal 1). (1) By the Fall 2000 term, work out details of departmental practices to allow effective new administrative unit. The new department (History, Philosophy, and Geography) has been in existence since Fall, 2000. A proposal to offer a Philosophy major, developed collaboratively by PHL faculty and approved by the Faculty Senate Curriculum Committee during AY 2006- 2007, is currently under review at the state level. PHL/HUM issues are typically raised and resolved through regular discipline “staff meetings” with the HPG department chair. **Curriculum
- Review HUM 203 (Humanities: Ancient and Medieval) and HUM 205 (Humanities: Renaissance to Twentieth Century) after departmental realignment (related to LAS Goal 3).** A third HUM general education course, HUM 204 (Humanities: Middle Ages to the French Revolution), was added to the sequence beginning in Fall, 2003. As part of this change, HUM 205 was also renamed “Humanities: American Revolution to the Present.” Discussion sporadically continues among HPG department faculty and between HUM faculty and those in other MWSU departments concerning how best to communicate the “core” nature of these courses for traditional liberal arts education, including how they both complement and supplement the parallel HIS general education sequence: HIS 100 (Ancient and Medieval Civilization); HIS 110 (Early Modern Civilization); and HIS 130 (Modern Europe: 1789 to the Present). Recent initiatives to develop a relationship with the Association for Core Texts and Courses to further this discussion – both intradepartmentally and campus wide – have, however, stalled. 2. Establish/institutionalize a sequence of ethics and public policy courses and an ethics and public policy lecture/event series (related to LAS Goal 6). PHL faculty now offer a minimum of 9 sections of PHL 230 (Ethics) every year – 4 per semester plus at least 1 section every summer. PHL 312 (Contemporary Political Philosophy), PHL 325 (Ethics of Environmental and Natural Resources Policy), and PHL 330 (Topics in Ethical Theory) are now also regularly offered on an “every other year” schedule. But we are working to increase the demand for these courses in the hope that they can all eventually be offered every year. Discussion concerning the development of additional “applied ethics” courses, e.g. 300-level courses in business
ethics and/or biomedical ethics, as well as courses concerned with issues of global justice and/or human rights, continues. The PHL/HUM goal of developing a public policy lecture/event series currently focuses on establishing the Galileo’s Legacy Conference as an annual campus “signature” event. During AY 2005-2006, these efforts focused mainly on working with the Biology faculty to promote the Galileo’s Legacy conference series. That first installment of the conference was successful in addressing issues at the intersection of science and the humanities. Following on its heels, the second installment is set to occur from April 16- 18, 2007. This year’s conference will address the issue of Global Warming and will feature campus visits by Dr. Claire Parkinson (NASA Goddard Space Flight Center), Dr. Willie Soon (Harvard-Smithsonian Center for Astrophysics), and Dr. John Nolt (University of Tennessee). HIS and GEO faculty have joined PHL/HUM faculty in making this an HPG departmental project, with long-term plants to co-sponsor this event annually with the Department of Biology. PHL/HUM faculty are also co-sponsoring (with Communication Studies/Theatre) an April 2007 lecture by Dr. Zhenhua Yu, professor of Philosophy at East China Normal University in Shanghai, China, and currently a visiting professor at Harvard University. His lecture is titled, “Thick and Thin Epistemology: Some Ideas from Traditional Chinese Philosophy and Comparisons with Western Philosophers.” PHL 312 Contemporary Political Philosophy (cross-listed as GOV 312) was added to the PHL offerings several years ago (and GOV 310 was cross-listed as PHL 310). PHL 230 Ethics courses are now being offered with sub-designations, e.g., Business Ethics, Biomedical Ethics, Globalization and Moral Obligation, and Contemporary Moral Problems. We have initiated discussions with other departments, e.g., Nursing and Biology, to offer PHL 360 Special Topics courses in areas of “applied ethics” specifically selected to serve their respective majors. Dr. Okapal has developed and implemented a plan with Biology department faculty to include an ethics component in their courses, such as BIO 105. This involves doing a visiting lecture focusing on ethical theory in Biology, developing ethical case study assignments, and using surveys to track student ethical attitudes and the ability of students to identify ethical theories and arguments. The exposure to ethics and our faculty in Biology classes will hopefully generate additional interest and greater enrollment in non-General Education classes . Demand for PHL 325 Ethics of Environmental and Natural Resources Policy remains steady. But we anticipate increased interest in this course in the future and hope that we will eventually be able to justify offering it every year rather than every other year.
3. Build enrollments in non-general education courses; review all course syllabi to promote complementary courses (related to LAS Goal 4).
2. Develop a better relationship with philosophy faculty at NWMSU and other area institutions (related to LAS Goal 7). Little effort has been made during the past year to develop further our long-standing, close professional relationships with colleagues at NWMSU and UMKC, partly because one of our key contact people in the UMKC Department of Philosophy is – to the best of our knowledge – leaving to take a position at Cornell University. Dr. Stephen Morris, however, has accepted an invitation from the NWMSU Philosophy Club to participate during Fall, 2007 in a well-attended forum on the stem cell research debate held on that campus. Furthermore, plans are underway to send out fliers promoting the second annual installment of the Galileo’s Legacy Conference Series to faculty teaching Philosophy, Religious Studies, or Theology to most public and private universities and colleges in the region. 3. Sponsor a regular philosophy seminar/colloquium series (related to LAS Goal 4). See Curriculum 2. 4. New goal (2004): Explore the possibilities for adding PHL 219 Logic to the General Studies mathematics requirement options (Category I, line 1). Initiatives to add PHL 220 (Symbolic Logic) to the list of Category I, line 1, courses during the last cycle of Faculty Senate General Studies Committee meetings failed. Discussion to find a place for PHL 219 (Logic) in the General Education requirements, e.g., as an alternative to PHL 210 (Introduction to Philosophy), PHL 230 (Ethics), HUM 250 (Comparative Religions), ENG 210 (Approaches to Literature), and ENG 220 (Introduction to Reading Texts) on Category IV, line 2, could perhaps be initiated in the coming year as a contribution to the new strategic plan focus on critical thinking.
GEOGRAPHY
Goals:
1. Develop divisional and departmental organizational plans on a five-year basis. This goal has been achieved. 2. Support and promote high quality general education Continue to update and improve GEO 100 World Geography Continue to incorporate active learning strategies and computer technologies when feasible and where such interventions will truly improve the presentation and learning experience Changes are made when they will truly improve the quality of courses. Students can now access additional materials and information on the GEO professor’s web site and on WebCT. This greatly streamlines the process and saves on paper. Students also have the opportunity to participate in Supplemental Instruction (SI) with GEO 100, and it has proven beneficial to participants. 3. Strengthen the connection between LAS education and the world of work. Identify potential geography minors early and advise them of the many practical applications of geography Continue with faculty research into areas of expertise that are related to classroom presentations and that can be beneficial to students and their careers Promote GEO 250 Introduction to Geographic Information Systems, because of its immediate value in the workplace Potential minors are identified and contacted. They meet with the GEO professor and discuss the geography minor and potential avenues of employment. Letters are sent to first-time students who indicate an interest in geography, or a subfield of geography, to encourage them to consider the GEO minor. Faculty research continues in the areas of agricultural geography, alternative energy, and migration, three topics easily integrated into GEO 100. The GEO professor’s current research is on fuel ethanol derived from corn. This research is important because of the potential beneficial impact of renewable energy sources like ethanol.
- Continue to upgrade and update the present geography Focus courses, GEO 210 Geography of the United States and Canada and GEO 320 Geography of Europe The GEO professor currently serves as Chair of the Computer Literacy committee and is a member of the International/Intercultural LAS specialty area committee. The Computer Literacy course (GEO 210) and the International/Intercultural course (GEO
- meet/or exceed all requirements for inclusion in these LAS specialty areas. 8. Expand international, intercultural, and interdisciplinary educational opportunities.
- Reassert the inherent advantages of all geography courses in these areas.
- Work with other departments (e.g., Education, Biology, Government, Sociology and Social Work, Criminal Justice) to increase the number of GEO minors. The GEO professor is currently working with the academic disciplines of English, Physical Education, and Music in the Outdoor Semester Program. This program is arguably the best example of applied learning on campus. The program provides an excellent avenue for students to learn geography in the classroom and then see the reality behind the theory by traveling and studying in the field. It is trans-disciplinary, allowing the student to view the big picture while guided by a central organizing theme (e.g., Lewis and Clark Bicentennial; and American Indian culture and cultural sites). While the GEO professor is in the field with Outdoor Semester students, other geography classes are covered by a competent instructor (M.S. in Geography) for 5-6 class periods. Outdoor Semester presents a unique opportunity for MWSU students and serves as an experience in which other colleges and universities are becoming very interested. In addition, the GEO professor serves as the faculty sponsor for the Outdoor Adventure Club. 9. Expand off-campus learning programs. Other than the aforementioned Outdoor Semester Program, no action has been taken in this area. 10. Monitor the quality of non-residence programs. Geography has no non-residence programs. 11. Increase student and faculty participation in the cultural, public and private service, and business endeavors of the community.
- Encourage students to volunteer at the local recycling center
Student participation in recycling and conservation activities is highly recommended. Conservation and energy efficiency are discussed and incorporated into all geography courses. The GEO professor continues as consultant to the Newman Club and to MWSU Young Republicans. The GEO professor is a strong supporter of the Arts in St. Joseph.
Scholarly Articles MacGregor, Jimm. “The First Crusade in Late Medieval Exempla,” The Historian. 68 (2006), 29-48. Morris, Stephen. “Canada’s Assisted Human Reproduction Act: A Chimera of Religion and Politics,” The American Journal of Bioethics. 7:2 (2007), 69-70. Morris, Stephen (co-authored with Eddy Hanmias, Thomas Nadelhoffer, and Jason Turner). “Is Incompatibilism Intuitive?” Philosophy and Phenomenological Research. 73:1 (2006), 28-53. Morris, Stephen. “Neuroscience and the Free Will Conundrum,” The American Journal of Bioethics. (forthcoming) Mullins, Phil. “Harry Prosch, 1917-2005,” Tradition and Discovery: The Polanyi Society Periodical. 32:2 (February, 2006), 6-7. Mullins, Phil. “Michael Polanyi, Scientist and Philosopher: The Making of the Biography,” Tradition and Discovery: The Polanyi Society Periodical. 32:3 (July, 2006), 8-11. Mullins, Phil (co-authored with Struan Jacobs). “T.S. Eliot’s Idea of the Clerisy, and Its Discussion by Karl Mannheim and Michael Polanyi in the Context of J. H. Oldham’s Moot,” Journal of Classical Sociology. 6:2 (2006), 147-156. Mullins, Phil (co-authored with Marty Moleski, S.J.). “Harry Prosch: A Memorial Re-Appraisal of the Meaning Controversy,” Tradition and Discovery: The Polanyi Periodical. 32:2 (February, 2006), 8-24. Mullins, Phil (co-authored with Phil Rolnick). “Michael Polanyi (1891-1976),” forthcoming in The Science and Religion Primer (Baker Academic Books). Mullins, Phil (issue guest edited by Zhenhua Yu). “Comprehension and the ‘Comprehensive Entity’: Polanyi’s Theory of Tacit Knowing and Its Metaphysical Implications,” in Chinese, New Philosophy. No. 2 (2006).
