THE LANGUAGE OF INTERDISCIPLINARY PROGRAMS "WHAT DO YOU MEAN BY THAT" Martha Ezzell, Ph.D. Sandie Turner, Ph.D. Carlow College.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "THE LANGUAGE OF INTERDISCIPLINARY PROGRAMS "WHAT DO YOU MEAN BY THAT" Martha Ezzell, Ph.D. Sandie Turner, Ph.D. Carlow College. Mezzell@carlow."

Transcription

1 THE LANGUAGE OF INTERDISCIPLINARY PROGRAMS OR "WHAT DO YOU MEAN BY THAT" Martha Ezzell, Ph.D. Sandie Turner, Ph.D. Carlow College (Ezzell) (Turner) We began our interest in the language of interdisciplinary programs because of the interpretation of a metaphor. The metaphor was, "You are on the path to rhetorical sophistication." It had been ed to a colleague from her dissertation advisor. The colleague was offended. We argued about the interpretation. Upon asking a rhetorician to interpret the metaphor we learned that it was high praise. We thought about the differences in perceptions and began discussing language problems in interdisciplinary programs. The discussion was quite intriguing because we describe our graduate program, Professional Leadership, as interdisciplinary. If we who, heretofore, had considered ourselves denizens of interdisciplinarity differed in our interpretations of the metaphor, what exactly might that mean in terms of miscommunication with students and other faculty, particularly our adjunct faculty who are not as immersed as we in the daily appraisal of our program. This conversation led to a number of questions about our program and others like it. For example, consider the following: What do we mean by an interdisciplinary program? How is the term defined? Are we too superficial in our consideration of interdisciplinarity? And too unconscious of what we are doing? How are our students advantaged or disadvantaged? Needless to say, these questions informed our paper. We will trace our journey of considering the meaning of interdisciplinary programs and assessment of quality of such programs especially at the graduate level by first looking at our academic stories and experience of interdisciplinary thinking in Parts I, II, and III. In Parts IV, V and VI we will give examples of how the question of the meaning of interdisciplinary studies comes up at our college in Graduate Division and Program-level meetings and in beginning questioning of students and faculty in our program. In Part VII we turn to what the Association of Integrative Studies (AIS) says regarding definitions and quality assessment of such programs at the undergraduate level. Finally, in part VIII, we will summarize the implications of what we have discovered through this journey.

2 I. Martha s Academic Story I attended college before the advent of interdisciplinary courses or programs. I had a double major, Speech & Drama and Psychology. My minors consisted of Philosophy, Sociology and French. No one labeled these combinations of majors and minors as interdisciplinary. As an undergraduate, I learned the language, the philosophy, the history and the procedures of each discipline in which I took a class. The integration of this knowledge was up to me. Although my parents gently prodded me about what I might do with this panoply of knowledge, I knew it fit together somehow. I just didn t know what I might do with it. I taught in the public schools on a temporary certificate for a number of years and found that this display of subjects allowed me to teach an unbelievable array of junior high and high school courses Speech, Sociology, French, Economics, English, Social Studies, History and direct the class play! I was interdisciplinary, but the schools weren t. In 1973, more than 10 years after my BA, I began my MS degree in the Department of Communication at the University of Pittsburgh. Speech had become Communication. Communication draws from psychology, sociology, journalism, film studies, philosophy and bits and pieces from other disciplines. It is an interdisciplinary discipline. Again learning the language was important. It was clear that the primary aim of the degree was to become more specialized in the field of communication and eventually, to move on to the doctorate. I immediately moved on to Ph.D studies in Rhetoric, but stopped out and returned a number of years later. The curriculum was designed to develop "experts" in the field. My course of study now had some identified interdisciplinary courses, The Rhetoric of Science, Reading Film, and Rhetorical Criticism. I took classes in the School of Public Health, because my dissertation was on the rhetoric of health policy. More interdisciplinarity, but not labeled as such. II. Sandie s Academic Story My discipline is Political Science. My bachelors, masters, and doctorate are all in political science. My earning of these three degrees took place during the 1960 s, the 1970 s and the 1980 s. My undergraduate political science courses at the University of Washington included comparative politics, a year of political philosophy, studies of the three branches of government, elections, and state and local government. Political behavior and survey research was on the rise in the 60 s so I was introduced to those subjects also. Entering graduate school at the University of Wisconsin in 1966 I encountered a new world of Political Science with courses focused on Executive power and leadership (we read case studies of Presidents and Barber s Presidential Character book), on urban politics, on revolution and nationbuilding in the developing world, and on political parties. Because my particular interest was urban studies I was already choosing a newer area in the discipline which had a more interdisciplinary focus. After getting my Master s I worked in the U.S. and Africa and when I returned to complete doctoral-level graduate coursework in the 70 s one of my comprehensive exam fields was Political Psychology. More and more hybrid or mixed specializations were evident in the Department at the University of Wisconsin. A Women s Studies program was established and African studies now included an African-American perspective. My minor was in interdisciplinary (so-labeled) studies I took Urban economics from an economist team- teaching

3 with a political scientist, I took Urban anthropology from an anthropologist and urban sociology from a sociologist. So I learned from them other methods of research and ways of asking questions and viewing data and documents. III.Academic stories and a consciousness of Interdisciplinary perspectives Several issues concerning interdisciplinary studies are evident in these academic histories. As reported in Conrad, Haworth and Miller (1993), the 70 s saw the birth of interdisciplinary studies and the growth of these programs has extended and increased into the present. This is clear from our experiences of formal education in the 60 s, 70 s, 80 s and more recently as faculty. We were both very aware during our education of disciplines and the differing perspectives of disciplines. This language was used and courses were identifiable as discipline related. As we contemplate our undergraduate experience, we believe we were able to construct an integrated, interdisciplinary course of study because we wanted to integrate what we were learning. We expected to be the ones to pull courses together if that happened. It was not the faculty s responsibility. Our graduate work was more interdisciplinary, but again, it was left up to the student to do a great deal of the integration. This was possible in part because the different perspectives offered were clearly identified as different disciplines. This terminology was used with fairly specific referents. IV. Interdisciplinary studies and the Graduate Division Although we have become a division in the past two years we are now on the path of becoming a school, attempting to develop a doctoral program and seeking university status. Currently we offer master s degrees in Education (2), Management (1), Nursing (2), Professional Leadership (1), and one Master s of Science in Nursing Leadership degree offered jointly from the Nursing and Professional Leadership programs. It is our vision to create an integrated, interdisciplinary Ph.D. in leadership with concentrations in the existing master s programs. Surely this is no easy task. We envision a core curriculum with a focus on the specialty of the student s choice. The concerns that arise from this plan have to do with practical problems such as team teaching in the core, the selection of courses to be taught in the interdisciplinary core, the core courses to be taught from a disciplinary perspective, financial arrangements for team taught courses, etc. Additional problems of more substance revolve around concerns of coherence of the program, integration of aspects of each discipline into the core courses, the degree to which we explicitly address interdisciplinary study, the level at which we expressly examine language and methodology of different disciplines. We expect the task to be arduous, but because we believe that the world is complex, problems enigmatic, solutions manifold, and students to be searching for programs that extend their abilities, expand their opportunities and enlarge their worlds. We think it is important work. We also think that collaboration is stimulating and an unsurpassed way of working. Thus, regardless of the difficulty, we will persist in the endeavor. V. Academic programs and Interdisciplinary studies Since the 1980 s we have been teaching in what we have labeled as "interdisciplinary" programs for adult students at two small colleges. The designers of these degrees echo the thought that the world is interdisciplinary (U.S. News and World Report, April 9,2001, p. 62) and since adult learners want learning to be relevant as well as to integrate experience and formal education it only makes sense to design degrees which draw readings and faculty from business, education, sociology, communications, political science, etc. We have been very comfortable in this world

4 since our graduate education was at a time when our chosen disciplines were embracing new specializations. Yet it is beginning to be clear to us that we are in a different place than our students by having clear attachments and identifications to disciplines. That is, we recognize when a new perspective is being offered or when perspectives might clash theoretically or in the assumptions they are based on because we were trained to recognize and know perspectives. If students have always received their education as mixtures of perspectives, how do they understand the worlds and the words of disciplines and interdisciplines? VI. Faculty and Student Views on disciplines and interdisciplinary programs This Spring we asked some of our faculty and some of our students and alumni what their understanding of discipline and interdisciplinary are. Though by no means a scientific or even large sampling, the answers were of interest. The faculty claimed disciplines such as Communications, Psychology, Political Science, Sociology, and Education. One faculty member has a professional degree, the master s in Social Work. One faculty member present at the meeting claimed a newer degree in Applied Behavioral Science. Looking at the list we discovered we were perhaps not so interdisciplinary as we had believed. However, we were all able to identify several concepts and some vocabulary that were particular to our identified discipline and that could lead to miscommunication among ourselves and between ourselves and our students. When some students and alumni were asked what they thought about the interdisciplinary nature of our program Professional Leadership they answered variously "I never thought about it", or "I liked it. It helps me solve problems.", or mentioned that some students were confused by teamtaught courses. Informal questioning of students and alumni certainly suggests that something is missing in how material is being presented and that we need to be more intentional about what our words mean. 1. Ensuring Quality As we pondered our questions we sought sources outside of our program. One helpful resource on the definition of interdisciplinary programs was the Association of Integrative Studies (AIS). AIS in a report entitled Accreditation Criteria for Interdisciplinary Studies in General Education, (http://www.muc.muohio.edu/, 3/30/2000) defines interdisciplinary as "involvement of more than one disciplinary perspective and explicit attention to the question of integration." AIS goes on to state that the most consistently named problem in interdisciplinary education is coherence. The report cites James Ratcliff (1977) in defining coherence. He has suggested that coherence has to do with connecting "knowledge, languages, and methodologies" across a program. Ratcliff further asserts that coherence means integration of knowledge and skills and blurring disciplinary boundaries. Thus, in AIS definition, we have coherence and integration, language and methodologies of more than one discipline and blurring the lines between disciplines. It seems to us that attention to integration and blurring the lines between disciplines is problematic. If we attend to the integration of disciplines we are not blurring the lines between disciplines. Rather, we are pointing out how different perspectives can be used together or chosen between to create better outcomes. After being somewhat dissatisfied with the definition of what seemed to be our most reliable source, we inquired into quality standards of such programs. AIS again appeared to be the authority. According to the AIS report mentioned above, "There is no authorized accrediting body for interdisciplinary education." This organization is currently centered on undergraduate core or general education courses.

5 We could find no similar associations for graduate studies. The Association of American Colleges and Universities (AAC&U) requested that AIS develop appropriate criteria for accreditation for interdisciplinary education. The criteria should be considered "state-of-the-art counsel." The AIS report presents five categories: goals, curriculum, teaching and learning, and administration. The AIS task force states criteria concerning effectiveness and raises questions pertinent to quality in each category. Not every statement of effectiveness or question of quality is pertinent to graduate education. Therefore, we have summarized the relevant AIS criteria in the following manner: Interdisciplinary programs must develop a statement of goals which explicitly refer to the interdisciplinary and integrative elements of the program. These goals must be communicated to students, faculty, staff and administration. The program must facilitate students competence in comparing, contrasting and integrating perspectives from different disciplines. Programs must be monitored systematically and modified when necessary in order to meet the stated goals. There must be a plan for developing a curriculum focusing on integration of the interdisciplinary courses in terms of multiple modes of inquiry, intellectual skills and connecting learning. Integration is a product of both teaching and learning. Integration must be explained. Faculty must select strategies which model and promote interdisciplinarity, One way of doing this is to focus explicitly on integration in class, in reading and learning activities. Students must be involved in in-class activities and in assignments that require active participation in making connections and promoting integrative thinking. Learning and teaching must be evaluated in a systematic way on a regular basis. 1. So what? Some concluding thoughts After thinking through this material it is clear that we want to spend time with our faculty and students thinking through the ways in which our program and the new ones we are designing as part of graduate education at Carlow is interdisciplinary. In the Professional Leadership program we believe we have spent lots of time on the issue of coherence, the problem identified by AIS as a usual weakness of interdisciplinary programs. We believe that the use of secondary sources and the focus on an integrated curriculum, however, may have led to less emphasis than might be useful to issues of disciplines, perspectives, and explicit definition of the term interdisciplinary. We wish to become more intentional about this. Just team teaching or just having students take 2 courses of this and 2 of that does not guarantee that interdisciplinary thinking has occurred. These are issues we have been discussing at the level of the Graduate Division. We want to become more intentional about discussing these issues with our students and faculty and being aware of missed communication or misunderstanding around these issues. We want to improve our skills of teaching so we are more intentionally integrating perspectives not blurring perspectives or disciplines. References Accreditation Criteria for Interdisciplinary Studies in General Education, 3/30/2000. Conrad, C., Haworth, J., Millar, S. A Silent Success: Master s Education in the United States. Baltimore: The Johns Hopkins University Press, Hartigan, R., "Smart New Degrees", U.S. News and World Report, April 9, 2001, p. 60.

UNIVERSITY OF CALIFORNIA, SANTA CRUZ. Education Department, Ph.D. Program. Ph.D. Program in Education. Program Features.

UNIVERSITY OF CALIFORNIA, SANTA CRUZ. Education Department, Ph.D. Program. Ph.D. Program in Education. Program Features. UNIVERSITY OF CALIFORNIA, SANTA CRUZ Education Department, Ph.D. Program Ph.D. Program in Education We prepare leading scholars and educators who engage in research focused on needs of students from linguistic

More information

Communicating: Ability to communicate effectively, both orally and in writing.

Communicating: Ability to communicate effectively, both orally and in writing. I. Proposal for a New Degree Program Title: B.A. in Liberal Studies Location: Dayton Campus and Lake Campus II. Objectives of the Program This is a proposal for a new major in Liberal Studies, leading

More information

School of Business Administration and Economics

School of Business Administration and Economics School of Business Administration and Economics Accreditation Business programs are accredited by The Association to Advance Collegiate Schools of Business (AACSB International). Vision The vision of the

More information

Template. Period of reference in the template: 2006-07 to present

Template. Period of reference in the template: 2006-07 to present Template Program BA, Social Science Department Social Science Number of students enrolled in the program in Fall, 2011 148 Faculty member completing template David M. Lang, Director (Date 1/19/12) Period

More information

Courtney Waid-Lindberg, Northern State University

Courtney Waid-Lindberg, Northern State University A Criminologist s Journey: Embracing the Sociological Roots of Justice Studies Courtney Waid-Lindberg, Northern State University Abstract This piece has afforded me the opportunity to reflect on my role

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

School of Public Health and Health Services. Doctor of Public Health Health Behavior Department of Prevention and Community Health.

School of Public Health and Health Services. Doctor of Public Health Health Behavior Department of Prevention and Community Health. School of Public Health and Health Services Doctor of Public Health Health Behavior Department of Prevention and Community Health 2014 Note: All curriculum revisions will be updated immediately on the

More information

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES COLLEGE OF ARTS AND SCIENCES 77 COLLEGE OF ARTS AND SCIENCES 217 VARNER HALL (248) 370-2140 Fax: (248) 370-4280 Dean: David J. Downing Office of the Dean: William A. Macauley, associate dean; Mary A. Papazian,

More information

REQUIREMENTS FOR THE MASTER OF ARTS DEGREE

REQUIREMENTS FOR THE MASTER OF ARTS DEGREE REQUIREMENTS FOR THE MASTER OF ARTS DEGREE For students admitted to the School of Educational Policy & Leadership Between Autumn 2008 and Summer 2012 Pollead://Degree Information/MA/Ed Studies Semester

More information

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning

Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate

More information

GRADUATE FACULTY COUNCIL DOC. NO. 777 Approved March 22, 1999

GRADUATE FACULTY COUNCIL DOC. NO. 777 Approved March 22, 1999 GRADUATE FACULTY COUNCIL DOC. NO. 777 Approved March 22, 1999 RECOMMENDATIONS OF THE FACULTY OF THE SCHOOL OF BUSINESS ADMINISTRATION FOR A REVISION OF THE EXISTING GRADUATE PROGRAM IN MANAGEMENT I. DESCRIPTION

More information

College of Arts and Sciences http://www.slu.edu/x12557.xml

College of Arts and Sciences http://www.slu.edu/x12557.xml College of Arts and Sciences http://www.slu.edu/x12557.xml Michael D. Barber, S.J. Interim Dean Reinhard G. Andress, Ph.D. Associate Dean for Graduate Education Stephen J. Dina, Ph.D. Associate Dean for

More information

Guidelines for Conducting an APR Self-Study

Guidelines for Conducting an APR Self-Study Academic Program Reviews Guidelines for Conducting a Self-Study [Revised January 2014; available at http://academicplanning.gwu.edu/academic-program-reviews] The self-study is the vital initial element

More information

Students complete 63 hours of study to meet degree requirements. The curriculum is organized into four areas of study:

Students complete 63 hours of study to meet degree requirements. The curriculum is organized into four areas of study: Case Study: The Western Michigan University Doctorate in Interdisciplinary Health Sciences by Paul D. Sarvela, vice president for academic affairs, Southern Illinois University The College of Health and

More information

Healthy People 2020 and Education For Health Successful Practices in Undergraduate Public Health Programs

Healthy People 2020 and Education For Health Successful Practices in Undergraduate Public Health Programs University of Massachusetts Amherst Amherst, MA Undergraduate Degree in Public Health Sciences Bachelor in Science & 4 Plus 1 BS/MPH http://www.umass.edu/sphhs/public_health/academics/undergraduate/index.html

More information

INDUSTRIAL-ORGANIZATIONAL (I-0) PSYCHOLOGY

INDUSTRIAL-ORGANIZATIONAL (I-0) PSYCHOLOGY INDUSTRIAL-ORGANIZATIONAL (I-0) PSYCHOLOGY Nurcan Ensari, Ph.D. Associate Professor Management I-O Psychology - An Overview What is I-O Psychology? What do I-O Psychologists Do? What are typical I-O Psychology

More information

School of Nursing Program

School of Nursing Program School of Nursing Program 18 Admisssion and Progression The Duke University School of Nursing Program MISSION The mission of the Duke University School of Nursing is to create a center of excellence for

More information

Guide to the Technical and Professional Writing. Online B.A. Degree Completion Program in English

Guide to the Technical and Professional Writing. Online B.A. Degree Completion Program in English Guide to the Technical and Professional Writing Online B.A. Degree Completion Program in English Modified: 9-10-2011 Indiana University East Department of English 1 Guide to the Technical and Professional

More information

A Summary of Course Selection and Registration

A Summary of Course Selection and Registration A Summary of Course Selection and Registration Welcome to Mary Baldwin College, where you will find the confidence to lead, the compassion to serve and the courage to change the world! You are now on your

More information

BA Psychology (2014 2015)

BA Psychology (2014 2015) BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

School of Nursing Program

School of Nursing Program School of Nursing Program 18 School of Nursing Program The Duke University School of Nursing Program Mission The mission of the Duke University School of Nursing is to create a center of excellence for

More information

AACSB Standards. from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010

AACSB Standards. from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010 AACSB Standards from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010 Standard 1: The school publishes a mission statement or its equivalent

More information

Certification Requirements by Discipline. Allied Health Sciences

Certification Requirements by Discipline. Allied Health Sciences Certification Requirements by Discipline Allied Health Sciences The minimum degree requirement for instructors wishing to teach UConn ECE Allied Health courses can be met by either of the following options:

More information

EAPAA Accreditation Committee Evaluation Report

EAPAA Accreditation Committee Evaluation Report European Association for Public Administration Accreditation 18 September 2012 EAPAA Accreditation Committee Evaluation Report Corvinus University of Budapest, Faculty of Economics, Budapest, Hungary Master

More information

Standards for Accreditation of Master's Programs in Library & Information Studies

Standards for Accreditation of Master's Programs in Library & Information Studies Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association

More information

THE LESTER AND SALLY ENTIN FACULTY OF HUMANITIES School of Jewish Studies School of History School of Cultural Studies School of Philosophy School of Education 069 Department of Geography and the Human

More information

Curriculum for the Doctor of Philosophy programme Psychology at the Faculty of Psychology and Sport Science of the University of Innsbruck

Curriculum for the Doctor of Philosophy programme Psychology at the Faculty of Psychology and Sport Science of the University of Innsbruck The English version of the curriculum for the Doctor of Philosophy programme Psychology is not legally binding and is for informational purposes only. The legal basis is regulated in the curriculum published

More information

102-1-12. Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and

102-1-12. Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and 102-1-12. Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and who meets the following conditions: (A) Is an individual

More information

Changing Practice in an Ed.D. Program

Changing Practice in an Ed.D. Program 1 Changing Practice in an Ed.D. Program Beth Kania-Gosche, Lynda Leavitt, and Sherrie Wisdom In the Spring 2010 semester, an anonymous, electronic satisfaction survey was sent to all Ed.D. students (a

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

GRADUATE EDUCATION AT NORTHWESTERN: AN ALUMNI PERSPECTIVE

GRADUATE EDUCATION AT NORTHWESTERN: AN ALUMNI PERSPECTIVE GRADUATE EDUCATION AT NORTHWESTERN: AN ALUMNI PERSPECTIVE 2013 Interviews with successful PhD graduates of color EILEEN CHERRY CHANDLER, PHD Assistant Professor, Department of Theatre and Film Bowling

More information

Doctor of Public Health Health Behavior Department of Prevention and Community Health 2014-2015. Program Director

Doctor of Public Health Health Behavior Department of Prevention and Community Health 2014-2015. Program Director Doctor of Public Health Health Behavior Department of Prevention and Community Health 2014-2015 Note: All curriculum revisions will be updated immediately on the website http://publichealth.gwu.edu/ Program

More information

Our Academic Partnership

Our Academic Partnership Our Academic Partnership CUC was selected by CITE as a Preferred Educational Partner for a multitude of reasons: CUC was founded 1864. It has sustained an excellent professional and academic reputation

More information

Graduate Faculty Committee Doc. No. 1126 Approved January 26, 2009

Graduate Faculty Committee Doc. No. 1126 Approved January 26, 2009 Graduate Faculty Committee Doc. No. 1126 Approved January 26, 2009 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM AND THE FACULTY OF THE SCHOOL OF EDUCATION FOR AN ENTITLEMENT TO

More information

GRADUATE FACULTY COUNCIL DOC. NO. 871 APPROVED NOVEMBER 19, 2001

GRADUATE FACULTY COUNCIL DOC. NO. 871 APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 871 APPROVED NOVEMBER 19, 2001 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF EDUCATION FOR CHANGES TO THE DOCTOR OF PHILOSOPHY IN

More information

MA Psychology (2013-2014)

MA Psychology (2013-2014) MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public university providing

More information

Planning your Program- PhD

Planning your Program- PhD Planning your Program- PhD Students in the Rehabilitation Counselor Education program complete the following coursework toward their doctoral degrees. Additional information on these courses, elective

More information

Criminology & Criminal Justice Majors. Understanding PSU s Degree Requirements for Undergraduate Students CCJ ONLINE

Criminology & Criminal Justice Majors. Understanding PSU s Degree Requirements for Undergraduate Students CCJ ONLINE Criminology & Criminal Justice Majors Understanding PSU s Degree Requirements for Undergraduate Students College of Urban and Public Affairs PSU s Degree Requirements University Requirements Major Undergraduate

More information

Part-time Graduate Programs in Arts and Sciences and Engineering

Part-time Graduate Programs in Arts and Sciences and Engineering Johns Hopkins University - 2013-2014 1 Degree Programs Degree Programs in Arts and Sciences and See program descriptions for the specific degrees offered. Arts and Sciences Program Major Bachelors Combined

More information

English and History Double Major

English and History Double Major English and History Double Major Program Overview Through scholarly research and thoughtful analysis of historical documents, literary texts, material culture, audio-visual productions, and other sources,

More information

PH.D. PLAN OF STUDY Department of Communication Studies University of North Carolina at Chapel Hill

PH.D. PLAN OF STUDY Department of Communication Studies University of North Carolina at Chapel Hill PH.D. PLAN OF STUDY Department of Communication Studies University of North Carolina at Chapel Hill Name Date of Entry into Ph.D. Program Adviser Summary The plan of study The Ph.D. Plan of Study refers

More information

EASTMAN SCHOOL OF MUSIC University of Rochester. THE HUMANITIES AND SCIENCES REQUIREMENT for the Bachelor of Music (BM) Degree Program

EASTMAN SCHOOL OF MUSIC University of Rochester. THE HUMANITIES AND SCIENCES REQUIREMENT for the Bachelor of Music (BM) Degree Program EASTMAN SCHOOL OF MUSIC University of Rochester THE HUMANITIES AND SCIENCES REQUIREMENT for the Bachelor of Music (BM) Degree Program POLICIES AND PROCEDURES The Eastman School expects all of its students

More information

2014-2015 Program and Admission Information

2014-2015 Program and Admission Information Ph.D. Program in Higher Education Administration Bowling Green State University 2014-2015 Program and Admission Information Review of applications begins December 15, 2014 On-campus interviews will be

More information

Is the General Education program purpose congruent with the overall mission of the institution?

Is the General Education program purpose congruent with the overall mission of the institution? Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with

More information

Guidelines for Integrative Core Curriculum Themes and Perspectives Designations

Guidelines for Integrative Core Curriculum Themes and Perspectives Designations Guidelines for Integrative Core Curriculum Themes and Perspectives Designations The purpose of this document is to provide guidelines for faculty wishing to have new or existing courses carry Themes and

More information

Theory and Practice of Professional Communication Degree Requirements

Theory and Practice of Professional Communication Degree Requirements Curriculum Overview Theory and Practice of Professional Communication Degree Requirements Students in the TPPC program must complete a minimum of 60 approved semester credits beyond their master s degree.

More information

SCHOOLS SCHOOL OF COMMUNICATION AND THE ARTS DEPARTMENTS AND PROGRAMS GUY E. LOMETTI, PH.D., DEAN

SCHOOLS SCHOOL OF COMMUNICATION AND THE ARTS DEPARTMENTS AND PROGRAMS GUY E. LOMETTI, PH.D., DEAN SCHOOL OF COMMUNICATION AND THE ARTS GUY E. LOMETTI, PH.D., DEAN SCHOOLS The School of Communication and the Arts includes the following Departments and Programs: the Department of Art and Art History,

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

Towson University: Bachelor of Arts/Bachelor of Science in Family Science

Towson University: Bachelor of Arts/Bachelor of Science in Family Science BOARD OF REGENTS SUMMARY OF ITEM FOR ACTION, INFORMATION OR DISCUSSION TOPIC: COMMITTEE: Towson University: Bachelor of Arts/Bachelor of Science in Family Science Education Policy DATE OF COMMITTEE MEETING:

More information

The College of Saint Elizabeth Report Narrative

The College of Saint Elizabeth Report Narrative Program Overview and Mission The College of Saint Elizabeth Report Narrative The College of Saint Elizabeth has been recognized as a leader in teacher education since its founding over 100 years ago. In

More information

Liberal Arts programs

Liberal Arts programs Liberal Arts programs Founded in 1949, Grand Canyon University is Arizona s private university. For more than 60 years, GCU has been preparing learners to become global citizens, critical thinkers, effective

More information

estimate of interest in the program -- should be used as the basis for accountability of the program s productivity.

estimate of interest in the program -- should be used as the basis for accountability of the program s productivity. Agenda Item 2.b New Program Proposal Interdisciplinary Ph.D. Healthcare Genetics With Tracks in Ethics and Public Policy; Interventionist; and Bench Research Clemson University Summary Clemson University

More information

PA State System of Higher Education Board of Governors

PA State System of Higher Education Board of Governors PA State System of Higher Education Board of Governors Effective: October 18, 1990 Page 1 of 5 Policy 1990-06-A: Academic Degrees See Also: Adopted: October 18, 1990 Amended: July 18, 1991, April 11, 2002,

More information

the school of PUBLIC POLICY

the school of PUBLIC POLICY the school of PUBLIC POLICY at THE SCHOOL OF PUBLIC POLICY AT UMBC The University of Maryland, Baltimore County (UMBC) has been in the vanguard of public policy education and research since establishing

More information

Masters Program in Educational Administration

Masters Program in Educational Administration Department of Educational Administration Masters Program in Educational Administration Degrees conferred. Beside participation in the activities of educational training at the bachelor level, graduate

More information

Master of Arts and Ph.D. in Prevention Science Washington State University

Master of Arts and Ph.D. in Prevention Science Washington State University May 2011 Master of Arts and Ph.D. in Prevention Science Washington State University Introduction Washington State University (WSU) proposes to begin offering a Ph.D. in Prevention Science in Fall 2011.

More information

Undergraduate Academic Program Review Template. Name and contact information for person completing the review:

Undergraduate Academic Program Review Template. Name and contact information for person completing the review: Name of Program: Liberal Studies Undergraduate Academic Program Review Template Name and contact information for person completing the review: Indicate whether the program is X on campus online both NCA

More information

UNDERGRADUATE ACADEMIC PROGRAMS

UNDERGRADUATE ACADEMIC PROGRAMS UNDERGRADUATE ACADEMIC PROGRAMS Academic Discipline Degree Major Minor Concentration Endorsement Certificate Online Accounting BA Africa Studies Asia Studies Associate in Arts AA Audio Production Audio

More information

THE UNIVERSITY OF TEXAS AT TYLER. Department of Psychology and Counseling STRATEGIC PLAN 2013-2018

THE UNIVERSITY OF TEXAS AT TYLER. Department of Psychology and Counseling STRATEGIC PLAN 2013-2018 THE UNIVERSITY OF TEXAS AT TYLER Department of Psychology and Counseling STRATEGIC PLAN 2013-2018 Department of Psychology and Counseling Purpose and Values Core Purpose: Our core purpose is to prepare

More information

Bachelor of Bachelor of Education (Honours)

Bachelor of Bachelor of Education (Honours) Bachelor of Bachelor of Education (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements

More information

Program Description. a. Campus(es) Offering Program: Indiana University-Bloomington

Program Description. a. Campus(es) Offering Program: Indiana University-Bloomington Program Description Doctor of Education (EdD) in Literacy, Culture, & Language Education to be offered by Indiana University, Bloomington (Date: 3-24-2014) Characteristics of the Program a. Campus(es)

More information

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science

Department of Political Science. College of Social Science. Undergraduate Bachelor s Degree in Political Science Student Outcomes Assessment Plan (SOAP) I. Mission Statement Department of Political Science College of Social Science Undergraduate Bachelor s Degree in Political Science The Department of Political Science

More information

Cognitive Area Program Requirements 10/4/12 1

Cognitive Area Program Requirements 10/4/12 1 THE OHIO STATE UNIVERSITY, DEPARTMENT OF PSYCHOLOGY Cognitive Area Program The guiding principle in the Cognitive Area graduate training program is to involve students from their very first year in the

More information

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 Introduction: The Clinical Faculty College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 In accordance with University guidelines most professional programs

More information

COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL

COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL COLLEGE OF VISUAL ARTS AND DESIGN Department of Art Education and Art History DOCTORAL PROGRAM IN ART EDUCATION PROCEDURES MANUAL Revised 3/2008 HEJC MANUAL FOR DOCTORAL STUDENTS IN ART EDUCATION The information

More information

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities:

ESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities: An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing

More information

The College of Liberal Arts and Sciences Honors Program offers a challenging alternative

The College of Liberal Arts and Sciences Honors Program offers a challenging alternative The College of Liberal Arts and Sciences Honors Program offers a challenging alternative to the Liberal Studies Program for well-prepared, serious students majoring in any discipline within the College.

More information

Program Approval Form

Program Approval Form Program Approval Form For approval of new programs and deletions or modifications to an existing program. Action Requested: Type (Check one): X Create New (SCHEV approval required except for minors) B.A.

More information

Social Science A Common Core of Standards [27.200]

Social Science A Common Core of Standards [27.200] Social Science A Common Core of Standards [27.200] All social science teachers shall be required to demonstrate competence in the common core of social science standards. In addition, each social science

More information

Graduate Certificate Proposal. Sustainability in Public and Nonprofit Organizations. Certificate Program Request

Graduate Certificate Proposal. Sustainability in Public and Nonprofit Organizations. Certificate Program Request Graduate Certificate Proposal Sustainability in Public and Nonprofit Organizations Certificate Program Request Title of Certificate: Sustainability in Public and Nonprofit Organizations Academic Level:

More information

College of Liberal Arts. Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu

College of Liberal Arts. Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu College of Liberal Arts Dr. Christina Murphy, Dean Dr. Samuel L. Dameron, Associate Dean www.marshall.edu/cola cola@marshall.edu MISSION OF THE COLLEGE The College of Liberal Arts is committed to excellence

More information

Department of Nursing

Department of Nursing 1 Statement of Understanding Thank you for your interest in becoming a part of the Carroll College Nursing Program. The decision to apply to the nursing program is one that you have already spent time

More information

Master of Arts in Higher Education (both concentrations)

Master of Arts in Higher Education (both concentrations) Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES

STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES STUDY AT ONE OF THE WORLD S BEST UNIVERSITIES WHY AT UOW Psychology at UOW connects you with people, programs and technology to enhance your learning experience. 1. RECOGNISED AUSTRALIA-WIDE When peak

More information

Assumption University of Thailand A Comprehensive Multi Disciplinary Tertiary level International University in Thailand Originating in 1969, the

Assumption University of Thailand A Comprehensive Multi Disciplinary Tertiary level International University in Thailand Originating in 1969, the Assumption University of Thailand A Comprehensive Multi Disciplinary Tertiary level International University in Thailand Originating in 1969, the University has been a degree granting tertiary level institution

More information

Guidelines for PhD in Industrial Heritage and Archaeology Graduate Students

Guidelines for PhD in Industrial Heritage and Archaeology Graduate Students Guidelines for PhD in Industrial Heritage and Archaeology Graduate Students This document provides some information about Program requirements as well as some guidance about administrative procedures of

More information

Public Administration

Public Administration For Administrative Use Only CIP Description Code Public Administration Active Teaching Disciplines NCES Definition For more information on the NCES CIP taxonomy, see http://nces.ed.gov/ipeds/cipcode/default.aspx?y=55

More information

DEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET. (A summary of the degree requirements for Sociology majors is attached)

DEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET. (A summary of the degree requirements for Sociology majors is attached) DEGREE REQUIREMENTS FOR SOCIOLOGY MAJORS COURSE TRACKING SHEET (A summary of the degree requirements for Sociology majors is attached) I. Sociology (30 Hours) 1051 2707 2708 4086 Core Sociology Electives

More information

hbssw MSW Program Information Helen Bader School of Social Welfare Department of Social Work

hbssw MSW Program Information Helen Bader School of Social Welfare Department of Social Work MSW Program Information hbssw Next opportunity to begin program: Fall 2016 Priority application deadline: January 4, 2016 Helen Bader School of Social Welfare Department of Social Work Accreditation The

More information

GRADUATE FACULTY COUNCIL DOC. NO. 969 Approved October 18, 2004

GRADUATE FACULTY COUNCIL DOC. NO. 969 Approved October 18, 2004 GRADUATE FACULTY COUNCIL DOC. NO. 969 Approved October 18, 2004 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF EDUCATION FOR A PRELIMINARY ENTITLEMENT TO PLAN A PROPOSAL

More information

www.simplyapilgrim.com Program Design for the Internship- Based Urban Ministry Program

www.simplyapilgrim.com Program Design for the Internship- Based Urban Ministry Program Program Design for the Internship- Based Urban Ministry Program The 2009 US Census states there are almost 310 million people living in America today. Of them, 222 million (71.6%) live in an urban (population

More information

If you d prefer to receive an application via mail, contact us at 209.946.2558.

If you d prefer to receive an application via mail, contact us at 209.946.2558. Applying is Easy. You can apply online to University of the Pacific (and learn what s required in your application) at http://web.pacific.edu/x16059.xml If you d prefer to receive an application via mail,

More information

students to complete their degree online. During the preliminary stage of included Art, Business, Computer Science, English, Government, History, and

students to complete their degree online. During the preliminary stage of included Art, Business, Computer Science, English, Government, History, and Texas Woman s University College of Arts and Sciences Bachelor of General Studies Program Undergraduate Program Review May 2012 I. PROGRAM REVIEW AND MISSION A. History Texas Woman s University has a proud

More information

Curriculum Development for Doctoral Studies in Education

Curriculum Development for Doctoral Studies in Education Curriculum Development for Doctoral Studies in Education Irine BAKHTADZE * Abstract Profound changes in high education which started in 1996 in Georgia have to be continued. We have to explore potentially

More information

Curricular Vision. I. Introduction:

Curricular Vision. I. Introduction: Curricular Vision The Olin College Curricular Vision, which served as a guide for curricular development at Olin College, was written in the fall of 2001by David V. Kerns, who was provost of the college

More information

Ph.D. PROGRAM IN HIGHER EDUCATION School of Education Indiana University

Ph.D. PROGRAM IN HIGHER EDUCATION School of Education Indiana University Ph.D. PROGRAM IN HIGHER EDUCATION School of Education Indiana University The Ph.D. program prepares students for careers in higher education emphasizing research and related scholarly activities. Toward

More information

UNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS

UNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS Part two: INFORMATION ON DEGREE PROGRAMS Part two: Information on Degree Programs Philosophy Bachelor s Degree Philosophy Master s Degree Philosophy Doctoral Degree Sociology Bachelor s Degree Sociology

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval:

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval: Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work

More information

Office of the Provost

Office of the Provost Office of the Provost Change to an Existing Degree Program Form Proposed Change to an Existing Degree: Academic Components Please answer all relevant questions below. Consultation with the appropriate

More information

Handbook of the Educational Leadership Program

Handbook of the Educational Leadership Program Handbook of the Educational Leadership Program Department of Education and Human Services College of Education Lehigh University 111 Research Drive Bethlehem, PA 18105 (mfy0@lehigh.edu or 610/758-3250)

More information

Industrial Engineering and Management Systems

Industrial Engineering and Management Systems Industrial Engineering and Management Systems CIP Code Description 14.0101 Engineering, General 14.3501 Industrial Engineering ACTIVE TEACHING DISCIPLINES NCES Definition For more information on the NCES

More information

A Tale of Three Programs Reflections on Criminological Studies at Ryerson University Tammy C. Landau and Kimberly N. Varma, Ryerson University

A Tale of Three Programs Reflections on Criminological Studies at Ryerson University Tammy C. Landau and Kimberly N. Varma, Ryerson University A Tale of Three Programs A Tale of Three Programs Reflections on Criminological Studies at Ryerson University Tammy C. Landau and Kimberly N. Varma, Ryerson University Criminological studies at Ryerson

More information

CAPR REPORT - ANNUAL REPORTS SUBMITTTED IN 09-10 IN COMPLIANCE WITH 08-09 CAPR 23

CAPR REPORT - ANNUAL REPORTS SUBMITTTED IN 09-10 IN COMPLIANCE WITH 08-09 CAPR 23 CAPR REPORT - ANNUAL REPORTS SUBMITTTED IN 09-10 IN COMPLIANCE WITH 08-09 CAPR 23 The following annual reports were received in time to be reviewed by CAPR members in the Spring quarter of 2010. They covered

More information

Department of Sociology and Social Work

Department of Sociology and Social Work Department of Sociology and Social Work 143 Department of Sociology and Social Work Chair: James L. Williams, Professor Location: CFO 305 Phone: 940-898-2052 Fax: 940-898-2067 E-mail:jwilliams2@mail.twu.edu

More information

BARBARA R. ALLEN, Dean

BARBARA R. ALLEN, Dean 1 THE COLLEGE OF GENERAL STUDIES BARBARA R. ALLEN, Dean THE COLLEGE of GENERAL STUDIES offers a baccalaureate and associate degree in General Studies for students who desire a plan of study not found in

More information

Ed.D. Program in Executive Leadership

Ed.D. Program in Executive Leadership S T. J O H N F I S H E R C O L L E G E Rochester, New York Ed.D. Program in Executive Leadership - 1 - Ed.D. Program in Executive Leadership Ralph C. Wilson, Jr. School of Education St. John Fisher College

More information

INSTITUTIONAL CONTEXT

INSTITUTIONAL CONTEXT Temple University, Philadelphia, PA BS in Public Health Major; Public Health Minor www.temple.edu/publichealth Sarah Bauerle Bass, Ph.D., MPH; Associate Professor of Public Health and Undergraduate Program

More information

UNIVERSITY OF RHODE ISLAND FACULTY SENATE. March 12, 2015. Faculty Senate Curricular Affairs Committee Five Hundred and Twenty-Second Report

UNIVERSITY OF RHODE ISLAND FACULTY SENATE. March 12, 2015. Faculty Senate Curricular Affairs Committee Five Hundred and Twenty-Second Report FACULTY SENATE OFFICE UNIVERSITY OF RHODE ISLAND FACULTY SENATE March 12, 2015 Faculty Senate Curricular Affairs Committee Five Hundred and Twenty-Second Report At the February 23, 2015 meeting of the

More information

REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION

REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION REGULATIONS GOVERNING THE DEGREE OF MASTER OF EDUCATION May 27, 2013 NOTES: 1) Students who are admitted to the Master of Education Degree programs as of Spring Semester 1994 will be governed by the following

More information