RESEARCH PROCESS AND THEORY

Size: px
Start display at page:

Download "RESEARCH PROCESS AND THEORY"

Transcription

1 INTERDISCIPLINARY RESEARCH PROCESS AND THEORY ALLEN F. REPKO The University of Texas at Arlington SAGE Los Angeles London New Delhi Singapore Washington DC

2 Detailed Contents Preface Acknowledgments About the Author xxi xxxii xxxiii PART I: About Interdisciplinary Studies 1 1. Defining Interdisciplinary Studies 3 Chapter Preview 3 The Meaning of Interdisciplinary Studies 3 Two Conceptions of Interdisciplinary Studies 3 The "Discipline" Part of Interdisciplinary Studies 4 Categories of Traditional Disciplines 5 The Fine and Performing Arts 5 The Applied and Professional Fields 5 The Emergence of Inter disciplines 6 Evolving Constructs 6 The "Inter" Part of Interdisciplinary Studies 7 "Inter" Refers to Contested Space 7 "Inter" Refers to the Action Taken on Insights 7 "Inter" Refers to the Result of Integration 7 Aspects of the Prefix "Inter" Summarized 8 The "Studies" Part of Interdisciplinary Studies 8 Why Traditional Disciplines Are Not Referred to as "Studies" 8 Why "Studies" Is an Integral Part of Interdisciplinary Studies 9 The Differences Between the Disciplines and Interdisciplinary Studies 9 Why "Studies" Is Plural 11 A Definition of Interdisciplinary Studies 12 Reasons for Agreeing on a Definition of Interdisciplinary Studies 12

3 Authoritative Definitions of Interdisciplinary Studies 14 An Integrated Definition of Interdisciplinary Studies 15 What Interdisciplinary Studies Is Not 16 Interdisciplinary Studies Is Not Multidisciplinary Studies 16 Two Metaphors 17 The Fable of the Elephant House 17 Interdisciplinary Studies Is Not Transdisciplinary Studies 20 The Differences Between Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity Summarized 20 The Premise of Interdisciplinary Studies 21 Competing Impulses Behind the Term Interdisciplinarity 21 How the Term Interdisciplinarity Is Variably Used Today 22 Forms of Interdisciplinarity 22 Interdisciplinarity Is Used to Describe Work 23 The Work of Integrating Knowledge 23 The Work of Recognizing and Confronting Differences 24 Interdisciplinarity Is Used to Describe a Research Process 24 Interdisciplinarity Is Used to Describe the Kind of Knowledge Produced 25 Interdisciplinarity Is Used to Describe Change in Knowledge Production 25 Metaphors Commonly Used for Interdisciplinary Work 25 The Metaphor of Boundary Crossing 26 The Metaphor of Bridge Building 27 The Metaphor of Mapping 27 The Metaphor of Bilingualism 28 Reflections on These Metaphors 28 Chapter Summary 29 Notes 29 Exercises Mapping the Drivers of Interdisciplinarity 32 Chapter Preview 32 The Primary Drivers of Interdisciplinary Research and Education 33 The Inherent Complexity of Nature and Society 33 The Desire to Explore Problems and Questions That are Not Confined to a Single Discipline 35 The Need to Solve Social Problems 37

4 The Need to Produce Revolutionary Insights and Generative Technologies 38 The Interdisciplinary Critique of the Disciplines 41 Specialization Can Blind Us to the Broader Context 42 Specialization Tends to Produce Tunnel Vision 42 Disciplinarians Sometimes Fail to Appreciate Other Disciplinary Perspectives 43 Some Worthwhile Topics Fall in the Gaps Between Disciplines 43 Creative Breakthroughs Often Require Interdisciplinary Knowledge 43 The Disciplines Are Often Unable to Address Complex Problems Comprehensively 44 The Disciplines Are Products of a Bygone Age 44 The Formation of the Disciplines and the Origins of Interdisciplinarity 45 The Origins of the University and the Disciplines 46 The Impact of the Enlightenment and Scientific Revolution on the Disciplines 46 The Consolidation of the Disciplines in the Late Eighteenth and Early Nineteenth Centuries 47 The Professionalization of Knowledge in the Late Nineteenth and Early Twentieth Centuries and the Rise of the Modern Disciplines 47 The Emergence of Interdisciplinary Studies and Interdisciplinarity 48 The General Education Movement 49 The Cold War Era and Interdisciplinarity 49 University Reforms in the 1960s and the Emergence of Interdisciplinary Studies 50 Interdisciplinary Studies Becomes an Academic Field 51 Assumptions of Interdisciplinarity 52 The Reality Beyond the Academy Requires an Interdisciplinary Approach to Research and Education 52 The Disciplines Are Foundational to Interdisciplinarity 53 The Disciplines by Themselves Are Inadequate to Address Complex Problems 53 Disciplinary Perspectives are Partial and Biased 55 Cognitive Abilities Fostered by Interdisciplinarity 56 Develop and Apply Perspective-Taking Techniques 56 Develop Structural Knowledge of Complex Problems 56 Create or Discover Common Ground Between Conflicting Insights 56

5 Integrate Conflicting Insights From Two or More Disciplines 57 Produce a Cognitive Advancement or More Comprehensive Understanding of the Problem 57 Reflection on What Interdisciplinary Education Offers 58 Traits and Skills of Inter disciplinarians 58 Traits 58 Skills 61 Reflection on Traits and Skills of Interdisciplinarians 63 Chapter Summary 63 Notes 64 Exercises 65 PART II: Drawing on Disciplinary Insights Beginning the Research Process 69 Chapter Preview 69 What the Interdisciplinary Research Process Is 69 A Process of Decision Making 69 A Decision-Making Process 70 A Decision-Making Process That Is Heuristic 70 A Decision-Making Process That Is Iterative 71 A Decision-Making Process That Is Reflexive 71 Two Additional Characteristics of the IRP 71 An Integrated Model of the IRP 73 The Benefits of a Map 73 Cautions Concerning These STEPS 74 STEP 1: Define the Problem or State the Research Question 76 Select a Problem or Pose a Question That Is Complex and Requires Insights From More Than One Discipline 76 Define the Scope of the Problem or Question 77 Avoid Three Tendencies That Run Counter to the IRP 78 Disciplinary Bias 78 Disciplinary Jargon 78 Personal Bias 19 Follow Three Guidelines for Stating the Problem or Posing the Question 80 Examples of Statements of an Interdisciplinary Problem or Question 81 Note to Readers 84 STEP 2: Justify Using an Interdisciplinary Approach 84 The Problem or Question Is Complex 85 Important Insights or Theories of the Problem Are Offered by Two or More Disciplines 85 Note to Readers 86

6 No Single Discipline Has Been Able to Explain the Problem Comprehensively or Resolve It 86 The Problem Is an Unresolved Societal Need or Issue 86 Examples of Statements That Justify Using an Interdisciplinary Chapter Summary Notes Exercises Approach Introducing the Disciplines Chapter Preview The Structure of Knowledge and Its Reflection in the Organization of the Academy Disciplines Disciplinarity Categories of Disciplines The Concept of Disciplinary Perspective Disciplinary Perspective Misconceptions About the Term Disciplinary Perspective Other Problems With the Concept of Disciplinary Perspective The Concept of Disciplinary Perspective Clarified A Definition of Disciplinary Perspective Using Disciplinary Perspectives The Defining Elements of a Discipline's Perspective Phenomena Phenomena Classified Note to Readers Epistemology The Nature and Limits of the Truth Claims Made by Major Epistemological Approaches Various Epistemologies Epistomologies of Various Theories and Schools of Thought Note to Readers Assumptions Basic Assumptions Note to Readers Concepts Theory Two Kinds of Theory The Importance of Theory to Interdisciplinary Work Note to Readers

7 Method 128 The Importance of Disciplinary Methods to Interdisciplinary Work 128 Various Methods 130 The Correlation Between Epistemologies and Method 137 Note to Readers 137 Chapter Summary 138 Notes 139 Exercises Identifying Relevant Disciplines 143 Chapter Preview 143 STEP 3: Identify Relevant Disciplines 143 Identify Potentially Relevant Disciplines 143 Identify Potentially Relevant Disciplines Before Conducting the Full-Scale Literature Search 144 Identify Phenomena Typically of Interest to Disciplines 145 Draw on Disciplinary Perspectives in a General Sense 145 An Example of the Standard Way to Proceed 145 Synthesis of the Perspectival and Classification Approaches 147 Summary of How to Identify Disciplines Potentially Relevant to the Problem 148 Map the Problem to Reveal Its Disciplinary Parts 149 The Research Map 149 The Concept or Principle Map 150 The Theory Map 152 Systems Thinking and the System Map 152 Benefits to Students of Using Systems Thinking and the System Map 156 The Similarity of Systems Thinking to Problem-Based and Inquiry-Based Learning 157 How Systems Thinking Promotes Interdisciplinary Learning and Facilitates the Research Process 158 Reducing the Number of Potentially Relevant Disciplines to Those That Are Most Relevant 159 "Most" Relevant Defined 159 Three Questions to Ask to Distinguish Between Potentially Relevant and Most Relevant Disciplines 159 Applying These Questions to the Disciplines Potentially Relevant to Various Topics 160

8 Note to Readers 163 Applying These Questions to the Problem of Human Cloning 163 Chapter Summary 164 Notes 165 Exercises Conducting the Literature Search 167 Chapter Preview 167 STEP 4: Conduct the Literature Search 167 Defining Literature Search 167 Reasons for Conducting the Literature Search 168 Special Challenges Confronting Interdisciplinarians 170 There Is Simply More Ground to Be Covered 170 Interdisciplinary Researchers Risk Being Seduced by What Disciplinary Experts Say 170 Interdisciplinarians Must Place the Insights and Theories of Each Relevant Discipline Within the Context of Its Unique Perspective 171 The Methods of Library and Database Cataloguing Disadvantage Interdisciplinary Researchers 171 Conducting the Interdisciplinary Literature Search 172 The Initial Search 173 The Organization and Classification of Books in Libraries 173 Direct Searching 176 Search Strategies 179 Mistakes Commonly Made When Beginning the Literature Search 182 The Full-Scale Literature Search 183 Note to Readers 184 Two Challenges of the Full-Scale Literature Search 184 Building on the Connections Discovered by Previous Scholars 188 Consulting Disciplinary Experts 188 Other Sources of Knowledge 189 Chapter Summary 190 Notes 191 Exercises Developing Adequacy in Relevant Disciplines 193 Chapter Preview 193 STEP 5: Develop Adequacy in Each Relevant Discipline 193 Comprehending Enough About Each Discipline 193 How Much Knowledge Is Required From Each Discipline? 194

9 An Undergraduate Example 194 A Solo Inter disciplinarian Example 194 Examples of the Need for Varying Degrees of Adequacy 195 Note to Readers 196 Developing Adequacy in Relevant Disciplines Involves Borrowing 196 What Kind of Knowledge Is Required From Each Discipline? 197 Which Disciplinary Elements Are Applicable to the Problem? 197 What Are the Characteristics of the Problem? 197 What Is the Goal of the Research Project? 198 Developing Adequacy in Theories 198 The Reason to Understand Theories 198 Concepts and How They Relate to Theory 199 How to Proceed 199 First, Identify Theories Within a Single Discipline 199 Second, Identify Theories Within Each of the Other Relevant Disciplines 202 When to Use a Deductive Approach to Theory Selection 203 Developing Adequacy in Disciplinary Methods 204 Defining Disciplinary Method 204 Methods Used in the Natural Sciences, the Social Sciences, and the Humanities 206 The Natural Sciences 206 The Social Sciences 206 The Humanities 206 The Interdisciplinary Position on Methods 207 Adequacy in Disciplines Must Include Understanding Disciplinary Research Methods 207 Adequacy in Disciplines Includes Knowing the Interdisciplinary Position on the Quantitative Versus Qualitative Methods Debate 208 Two Misconceptions About Qualitative Research 209 Theoretical Implications of Using Qualitative Research Methods 209 How a Discipline's Preferred Methods Correlates to Its Preferred Theories 210 How to Select Methods 211 When Conducting Basic Research in the Sciences 211 When Conducting Basic Research in the Humanities 212

10 How the IRP Relates to the Disciplinary Method(s) Used in Basic Research 215 The Concept of Triangulation in Research Methodology 216 Deciding Which Disciplinary Methods to Use in Conducting Basic Research 217 Providing In-Text Evidence of Disciplinary Adequacy 219 Chapter Summary 220 Notes 221 Exercises Analyzing the Problem and Evaluating Insights 225 Chapter Preview 225 STEP 6: Analyze the Problem and Evaluate Each Insight or Theory 225 Analyzing the Problem From Each Disciplinary Perspective 225 How to Analyze a Problem From Each Disciplinary Perspective 226 Examples of Analyzing Problems From Disciplinary Perspectives 228 Reflections on Analyzing Problems From Disciplinary Perspectives 232 The Problem of Personal Bias 233 Evaluating Insights 234 Disciplinary Perspective in General 234 The Theories Used in Generating Insights 239 Stating the Theory, Detecting Its Assumptions, and Identifying Its Explanatory Strengths and Limitations 239 Asking the "5 W" Questions to Evaluate the Appropriateness of Each Theory to the Problem 241 The Data Used as Evidence for Insights 244 Examples of How Supportive Evidence Reflects Disciplinary Perspective 246 Reflecting on These Examples 246 The Methods Employed 247 The Phenomena Embraced by Insights 251 Checklist for Evaluating Previous Research 255 Chapter Summary 255 Note 256 Exercises 256 PART III: Integrating Insights Understanding Integration 261 Chapter Preview 261 What Integration Is 261

11 A Definition of Integration or Synthesis 262 The Controversy Concerning Integration 263 The Generalist Critique 264 Disciplinary Fragmentation 264 Epistemological Barriers 265 Conflicting Perspectives and Ideologies 265 A Variety of Possible Results 265 Preference for Theory Competition and Alternative Integrations 266 The Integrationist Case 266 Theories Supportive of Integration Prom Cognitive Psychology 267 The Development of New Models of the IRP That Feature Techniques Demonstrated to Achieve Integration 270 The Publication of Groundbreaking Integrative Work on a Wide Range of Complex Problems 270 The Insistence on the Centrality of Integration by Leading Interdisciplinary and Transdisciphnary Organizations 271 The Advantages of Integration 271 The Readily Available Tests for Selecting the Best Comprehensive Understanding 272 The Goal of Full Integration 273 Conditions Necessary to Perform Integration 274 Overcoming Monodisciplinarity 274 Perspective Taking 274 Balancing Conflicting Views 276 Holistic Thinking 277 Triangulating Depth, Breadth, and Integration 278 Disciplinary Depth 278 Disciplinary Breadth 279 Interdisciplinary Integration 280 Cultivating Seven Qualities of Mind 280 The Model of Integration Used in This Book 281 What the Model Integrates 281 How the Model Integrates 281 Contextualization 282 Conceptualization 282 Problem Solving 284 Summary of How the Broad Model Integrates 285 What the Result of Integration Looks Like 285 Integration Accommodates Epistemological Differences 286 Integration Is New and More Comprehensive 287 Integration Is "Larger" Than the Sum of Its Parts 288

12 The Defining Characteristics of the Result of Integration Summarized 288 Three Fundamental Questions Raised by This Discussion of the Broad Model 289 Chapter Summary 290 Notes 290 Exercises Identifying Conflicts Between Insights 293 Chapter Preview 293 STEP 7: Identify Conflicts Between Insights or Theories and Their Sources 293 The Importance of Identifying Conflicts Between Insights 293 Where Conflicting Insights Are Located 294 Conflicting Insights Produced by Authors From the Same Discipline 294 Conflicting Insights Produced by Authors From Different Disciplines 295 Why Insights Conflict 295 Concepts Embedded in Insights 297 Assumptions 298 Organizing Disciplinary Insights 300 Theories as Sources of Insights and Conflict Between Insights 300 Theories as Sources of Insights, Concepts, and Assumptions 301 Theories as Sources of Insights 301 Theories as Sources of Concepts 302 Theories as Sources of Assumptions 302 Organizing Information About Theories 303 Theories From the Same Discipline Can Be Sources of Conflict Between Insights 306 Theories From the Same Discipline Can Be Sources of Conflicting Assumptions 309 Theories From Different Disciplines Can Be Sources of Conflict Between Insights 313 A Note to Readers About Communicating Conflicts and Their Sources 316 Chapter Summary 319 Exercises Creating Common Ground Between Concepts 321 Chapter Preview 321 STEP 8: Create Common Ground Between Concepts and Theories 321 The Theory of Common Ground as the Basis for Collaborative Communication and Interdisciplinary Integration 322

13 A Definition of Interdisciplinary Common Ground 322 Common Ground Is Necessary for Collaborative Communication 323 Common Ground Requires Unconventional Thinking 324 Common Ground Is Achieved Through the Use of Language 326 Note to Readers 326 Common Ground Must Be Created Whenever Concepts or Theories Conflict 327 Common Ground Is Created by Modifying Concepts or Theories Directly or Through Their Assumptions 327 Creating Common Ground Is Integral to Preparing Concepts and Theories for Integration 328 Creating Common Ground Requires Using Intuition 329 An Example of How Intuition Helps to Achieve Common Ground 330 Creating Common Ground Plays Out Differently in Contexts of Narrow Versus Wide Interdisciphnarity 331 Creating Common Ground Is the Interdisciphnarian's Responsibility 332 Modifying Concepts and Assumptions 332 How to Proceed 333 When to Seek Common Ground 333 Decide How Comprehensive the Study Will Be 333 Decide What Common Ground Will Be Created From 334 A Best Practice When Working With Concepts and Assumptions 335 Techniques Demonstrated for Modifying Concepts and Assumptions The Technique of Redefinition The Technique of Extension The Technique of Transformation The Technique of Organization 346 The Value of These Techniques 347 Creating Common Ground When Assumed Values and Rights Conflict 348 Arguments for the Validity of These Types 349 How to Know If Insights Conflict Over Ethics 349 Creating Common Ground When Values and Ethical Positions Conflict 350 Chapter Summary 352 Notes 352 Exercises 353

14 12. Creating Common Ground Between Theories 355 Chapter Preview 355 Disciplinary Theories 355 A Definition of Disciplinary Theory 356 When Working With Theories Is Necessary 356 The Relationship of Models, Variables, and Causal Processes to Theories 357 Models 357 Variables and Relationships 358 Independent and Dependent Variables 358 Why a More Comprehensive Theory Includes Variables From Other Relevant Theories 359 Theories May Contain Macro- and/or Micro-Level Variables Affecting the Construction of a More Comprehensive Theory 359 Variables and Causality 361 When Theories Differ Only Minimally and Focus Instead on Process 361 Modifying a Set of Theories 364 Situation A: One or More Theories in the Set Have a Broader Range of Applicability Than Do Others 364 Identify All Variables or Causal Factors Addressed by Each Theory 364 Reduce These Variables to the Fewest Number Possible by Categorizing Them Under a Few Broad Headings 365 Determine How Many of These Categories Are Included in Each Theory 366 If No Theory Encompasses All Categories, Determine Which Theory Can Most Readily Be Extended to Do So 366 Modify the Theory by Extending Its Range of Applicability 368 Critiquing Theories 369 Situation B: None of the Theories in the Set Borrow Elements From Other Disciplines 370 Modifying Concepts Embedded in Theories 371 Modifying Assumptions Underlying Theories 372 Modifying Concepts and Assumptions 377 Chapter Summary 379 Notes 380 Exercises Constructing a More Comprehensive Understanding or Theory 382 Chapter Preview 382 STEP 9: Construct a More Comprehensive Understanding 382

15 A Definition of More Comprehensive Understanding and More Comprehensive Theory 382 Unpacking This Definition 383 The Process Involved 383 Constructing the More Comprehensive Understanding From Modified Concepts 384 From the Humanities 384 From the Social Sciences 386 Constructing a More Comprehensive Theory From a Modified Theory 387 Six Strategies to Achieve Causal or Propositional Integration 388 Sequential or End-to-end Causal Integration 388 Horizontal or Side-by-Side Causal Integration 389 Multicausal Integration 390 Cross-level or Multilevel Causal Integration 395 Spatial and Analytical Integration 403 Chapter Summary 407 Notes 407 Exercises Reflecting on, Testing, and Communicating the Understanding 409 Chapter Preview 409 STEP 10: Reflect on, Test, and Communicate the Understanding 409 Reflecting on the More Comprehensive Understanding or Theory 409 Reflect on What Has Actually Been Learned From the Project in an Overall Sense 410 Reflect on STEPS Omitted or Compressed 411 Reflect on One's Own Biases 411 Interrogate One's Own Biases 412 Check One's Work for Biases 413 Reflect on One's Adherence to a Theoretical Approach 413 Reflect on One's Limited Understanding of the Relevant Disciplines, Theories, and Methods 414 Testing the Quality of Interdisciplinary Work 414 Learning Outcomes Claimed for Interdisciplinarity 415 Cognitive Abilities Attributable to Interdisciplinary Learning Drawn From Research on Cognition and Instruction 415 Develop and Apply Perspective-Taking Techniques 416 Develop Structural Knowledge of Problems Appropriate to Interdisciplinary Inquiry 416

16 Create Common Ground Between Conflicting Disciplinary Insights 417 Integrate Conflicting Disciplinary Insights 417 Produce a Cognitive Advancement or Interdisciplinary Understanding of a Problem 417 Four Core Premises That Underlie the Concept of Cognitive Advancement 417 Testing or Assessing the More Comprehensive Understanding 418 The Newell Test 419 The Tress et al. Test 419 The Szostak Test 421 The Boix Mansilla et al. Test 422 Integrating These Tests 424 Communicating the Results of Integration 425 A Metaphor 426 A Model 426 Examples of Models All A Narrative 429 Examples of Narratives 429 Note to Readers 431 A New Process to Achieve New Outcomes 431 Examples of New Processes 432 A New Product 433 A Critique of an Existing Policy and/or a Proposed New Policy 433 Examples of Critiques 434 A New Question or Avenue of Scientific Inquiry 435 The Value of Communicating Back to Disciplines 435 Chapter Summary 436 Note 436 Exercises 437 Conclusion 439 Appendix 445 Glossary of Key Terms 459 References 476 Author Index 496 Subject Index 500

Interdisciplinary Research: some background, principles, and methods

Interdisciplinary Research: some background, principles, and methods Interdisciplinary Research: some background, principles, and methods Machiel Keestra, Institute for Interdisciplinary Studies, University of Amsterdam European Platform for Life Sciences, Mind Sciences,

More information

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)

College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals

More information

Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning

Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning 1 2 3 4 5 Specialized Knowledge Broad and Integrative Knowledge Intellectual Skills Applied and Collaborative Learning Civic and Global Learning The Degree Qualifications Profile (DQP) provides a baseline

More information

College of Arts and Sciences: Social Science and Humanities Outcomes

College of Arts and Sciences: Social Science and Humanities Outcomes College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship

More information

Griffith Graduate Attributes Interdisciplinary Perspective Toolkit

Griffith Graduate Attributes Interdisciplinary Perspective Toolkit Griffith Graduate Attributes Interdisciplinary Perspective Toolkit (A) Knowledgeable and Skilled in their Disciplines 1. Comprehensive knowledge and skills relating to their disciplines 2. An interdisciplinary

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

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

ID Education: Theory and Findings

ID Education: Theory and Findings ID Education: Theory and Findings By William H. Newell Executive Director, Association for Interdisciplinary Studies Emeritus Professor of Interdisciplinary Studies, Miami University newellwh@miamioh.edu

More information

HCU. The future is metropolitan HafenCity University Hamburg. HafenCity University Hamburg

HCU. The future is metropolitan HafenCity University Hamburg. HafenCity University Hamburg HCU HafenCity University Hamburg University of the Built Environment and Metropolitan Development The future is metropolitan HafenCity University Hamburg The architectural and societal challenges of the

More information

School of Advanced Studies Doctor Of Health Administration. DHA 003 Requirements

School of Advanced Studies Doctor Of Health Administration. DHA 003 Requirements School of Advanced Studies Doctor Of Health Administration The mission of the Doctor of Health Administration degree program is to develop healthcare leaders by educating them in the areas of active inquiry,

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

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors 2.1.1 Core Competency: Identify with social work profession a.

More information

Defining 1Interdisciplinary Studies

Defining 1Interdisciplinary Studies Defining 1Interdisciplinary Studies Chapter Preview For over a century, universities and colleges throughout the world at all levels have relied on academic disciplines as platforms for imparting knowledge

More information

Position Statement. Scholarship among Nursing Faculty

Position Statement. Scholarship among Nursing Faculty Position Statement Scholarship among Nursing Faculty As the national voice for nursing education in Canada, the Canadian Association of Schools of Nursing (CASN) has a mandate to promote high standards

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015

MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 MSN Course Description Revisions Necessary for Introduction of the Nurse Educator Track, September 2015 Rationale: 1. MSN courses for both tracks need to delete specific reference to the CNL or make reference

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

Subject Benchmark Statement Political Science

Subject Benchmark Statement Political Science Subject Benchmark Statement Political Science I CONTENT Page No Foreword II 1 Introduction 1 1.1 Subject Benchmark Statement Scope and Purpose 1 1.2 Nature and Extent of the Subject 1 2 Subject Aims 3

More information

Revolutionary Scholarship: Innovation of Community Engagement Models

Revolutionary Scholarship: Innovation of Community Engagement Models Revolutionary Scholarship: Innovation of Community Engagement Models Welcome to Boston, where tradition meets innovation! Boston is home to historic Faneuil Hall and The Old State House, places where revolution

More information

Analyzing Research Articles: A Guide for Readers and Writers 1. Sam Mathews, Ph.D. Department of Psychology The University of West Florida

Analyzing Research Articles: A Guide for Readers and Writers 1. Sam Mathews, Ph.D. Department of Psychology The University of West Florida Analyzing Research Articles: A Guide for Readers and Writers 1 Sam Mathews, Ph.D. Department of Psychology The University of West Florida The critical reader of a research report expects the writer to

More information

These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide.

These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. Criterion J: abstract The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the research question itself, nor on the quality of the

More information

PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING

PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING PSYCHOLOGY PROGRAM LEARNING GOALS AND OUTCOMES BY COURSE LISTING Psychology 1010: General Psychology Learning Goals and Outcomes LEARNING GOAL 1: KNOWLEDGE BASE OF PSYCHOLOGY Demonstrate familiarity with

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

School of Advanced Studies Doctor Of Business Administration. DBA 003 Requirements

School of Advanced Studies Doctor Of Business Administration. DBA 003 Requirements School of Advanced Studies Doctor Of Business Administration The mission of the Doctor of Business Administration degree program is to empower business administration practitioners to become business subject

More information

Department Political Science School Loyola Schools. Course No. PoS 53 Course Title Qualitative Methods in the Social Sciences No.

Department Political Science School Loyola Schools. Course No. PoS 53 Course Title Qualitative Methods in the Social Sciences No. Department Political Science School Course No. PoS 53 Course Title Qualitative Methods in the Social Sciences The course is an introduction to research techniques, methodology, and epistemology. It raises

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

Course Description. BIS 310: Interdisciplinary Research and Applications. CRN: Fall 45130/Spring 17100. Credits 3 credit hours. Prerequisites BIS 300

Course Description. BIS 310: Interdisciplinary Research and Applications. CRN: Fall 45130/Spring 17100. Credits 3 credit hours. Prerequisites BIS 300 Course Description BIS 310: Interdisciplinary Research and Applications CRN: Fall 45130/Spring 17100 Credits 3 credit hours Prerequisites BIS 300 Description Critical analysis of quantitative and qualitative

More information

Defining 1Interdisciplinary Studies

Defining 1Interdisciplinary Studies 01-Repko-45565.qxd 5/3/2008 10:06 AM Page 3 Defining 1Interdisciplinary Studies Chapter Preview For over a century, the American educational system at all levels has relied on academic disciplines as platforms

More information

ILLINOIS STATE UNIVERSITY EAF DEPARTMENT Fall 2009 PK-12 Ed.D. DISSERTATION OPTIONS

ILLINOIS STATE UNIVERSITY EAF DEPARTMENT Fall 2009 PK-12 Ed.D. DISSERTATION OPTIONS ILLINOIS STATE UNIVERSITY EAF DEPARTMENT Fall 2009 PK-12 Ed.D. DISSERTATION OPTIONS Since 1962, the Department of Educational Administration and Foundations (EAF) at Illinois State University (ISU) has

More information

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR STANDARDS FOR Literacy in History/Social Studies, Science, and Technical Subjects 6 12 College and Career Readiness Anchor Standards for Reading The grades 6 12 standards on the following pages define

More information

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER STAGE 1 STANDARD FOR PROFESSIONAL ENGINEER ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER The following characterises the senior practice role that the mature, Professional Engineer may be expected

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

How to Use Cases in Research Methods Teaching: An Author and Editor's View

How to Use Cases in Research Methods Teaching: An Author and Editor's View How to Use Cases in Research Methods Teaching: An Author and Contributors: Janet Salmons Pub. Date: 2014 Access Date: September 1, 2016 Publishing Company: SAGE Publications, Ltd. City: London Online ISBN:

More information

Social Work Field Education Core Competencies and Practice Behaviors

Social Work Field Education Core Competencies and Practice Behaviors Social Work Field Education Core Competencies and Practice Behaviors The School of Social Work Field Education Program addresses each of the Council on Social Work Education (CSWE) Core Competencies and

More information

LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR

LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR Goal 1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

More information

MSN GRADUATE COURSES Course Descriptions & Objectives

MSN GRADUATE COURSES Course Descriptions & Objectives MSN GRADUATE COURSES Course Descriptions & Objectives NURS 502 - ETHICS AND POLITICS OF NURSING (3) In this course the ethics and politics of nursing are examined. An exploration of ethical practice in

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD 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

Mgt 540 Research Methods Section 2 Qualitative Research

Mgt 540 Research Methods Section 2 Qualitative Research Mgt 540 Research Methods Section 2 1 How do you see the world? I and the Village Chagall, Marc, 1911 2 Web sites for qualitative research http://www.qualitative-research.net/ http://www.nova.edu/ssss/qr/qualres.html

More information

Faculty Workshop - Qatar University

Faculty Workshop - Qatar University Faculty Workshop - Qatar University!!! Karen P. DePauw, Ph.D. Vice President and Dean for Graduate Education Virginia Tech! November 2014 Agenda topics Attributes for graduate programs! Engaging students!

More information

Interdisciplinary Understanding: What Counts as Quality Work?

Interdisciplinary Understanding: What Counts as Quality Work? Interdisciplinary Understanding: What Counts as Quality Work? Veronica Boix-Mansilla, Interdisciplinary Studies Project, Harvard University Interdisciplinary understanding I. Definitions Individuals demonstrate

More information

CFSD 21 ST CENTURY SKILL RUBRIC CRITICAL & CREATIVE THINKING

CFSD 21 ST CENTURY SKILL RUBRIC CRITICAL & CREATIVE THINKING Critical and creative thinking (higher order thinking) refer to a set of cognitive skills or strategies that increases the probability of a desired outcome. In an information- rich society, the quality

More information

Executive Doctorate in Higher Education Management Curriculum Guide

Executive Doctorate in Higher Education Management Curriculum Guide Executive Doctorate in Higher Education Management Curriculum Guide The Executive Doctorate in Higher Education Management Program consists of six consecutive terms, starting with a late summer term and

More information

MS Athletic Training (2014 2015)

MS Athletic Training (2014 2015) MS Athletic Training (2014 2015) Program Information Point of Contact Mark Timmonsm ATC PhD (timmonsm@marshall.edu) Support for University and College Missions Marshall University is a multi campus public

More information

PhD in Information Studies Goals

PhD in Information Studies Goals PhD in Information Studies Goals The goals of the PhD Program in Information Studies are to produce highly qualified graduates for careers in research, teaching, and leadership in the field; to contribute

More information

Make a Major difference to your degree. Flexible Learning at Southampton

Make a Major difference to your degree. Flexible Learning at Southampton Make a Major difference to your degree. Flexible Learning at Southampton 2 Studying a Minor subject allows you to broaden your educational experience Make a Major difference to your degree by choosing

More information

Tel: 278-7171 Tuesdays 12:00-2:45 E-mail: judea@csus.edu

Tel: 278-7171 Tuesdays 12:00-2:45 E-mail: judea@csus.edu California State University, Sacramento Division of Social Work Dr. Jude M. Antonyappan Spring 2015 Office: 5023 Mariposa Hall Office Hours Tel: 278-7171 Tuesdays 12:00-2:45 E-mail: judea@csus.edu SW 210

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

Study Program Handbook Psychology

Study Program Handbook Psychology Study Program Handbook Psychology Bachelor of Arts Jacobs University Undergraduate Handbook Chemistry - Matriculation Fall 2015 Page: ii Contents 1 The Psychology Study Program 1 1.1 Concept......................................

More information

A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario

A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario A Guide to Learning Outcomes, Degree Level Expectations and the Quality Assurance Process in Ontario

More information

Interdisciplinary Studies and Scholarship: Issues, Challenges, and Implications for Third World Development and Social Change

Interdisciplinary Studies and Scholarship: Issues, Challenges, and Implications for Third World Development and Social Change Human Architecture: Journal of the Sociology of Self- Knowledge Volume 7 Issue 3 Sociological Re-Imaginations in & of Universities Article 6 6-21-2009 Interdisciplinary Studies and Scholarship: Issues,

More information

ANOTHER GENERATION OF GENERAL EDUCATION

ANOTHER GENERATION OF GENERAL EDUCATION ANOTHER GENERATION OF GENERAL EDUCATION Peter K. Bol Charles H. Carswell Professor of East Asian Languages and Civilizations I was asked to set forth some personal reflections rather than to summarize

More information

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES With Revisions as Proposed by the General Education Steering Committee [Extracts] A. RATIONALE

More information

Award STANDARDS - Nursing and midwifery

Award STANDARDS - Nursing and midwifery Award STANDARDS - Nursing and midwifery www.qqi.ie July 2014/HS10 QQI Foreword The Qualifications (Education & Training) Act 1999 required the Higher Education and Training Awards Council to determine

More information

SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES

SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES The following pages contain examples of learning outcomes from other educational institutions in the area of the social sciences.

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

Study Program Handbook International Relations: Politics and History

Study Program Handbook International Relations: Politics and History Study Program Handbook International Relations: Politics and History Bachelor of Arts Jacobs University Undergraduate Handbook IRPH - Matriculation Fall 2015 Page: ii Contents 1 The International Relations:

More information

Master s Programme in International Administration and Global Governance

Master s Programme in International Administration and Global Governance Programme syllabus for the Master s Programme in International Administration and Global Governance 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-05-11

More information

ES Dept. Assessment Program Developed 2009 ENVIRONMENTAL STUDIES DEPARTMENT ASSESSMENT PROGRAM

ES Dept. Assessment Program Developed 2009 ENVIRONMENTAL STUDIES DEPARTMENT ASSESSMENT PROGRAM ENVIRONMENTAL STUDIES DEPARTMENT ASSESSMENT PROGRAM Introduction and History During the 2008 2009 academic year the Department of Environmental Studies (ES) came together to discuss the development and

More information

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to

More information

Course Guide Masters of Education Program

Course Guide Masters of Education Program Course Guide Masters of Education Program Note: 1 course = (3) credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. or M.A Graduate

More information

Psychology Learning Goals and Outcomes

Psychology Learning Goals and Outcomes Psychology Learning Goals and Outcomes UNDERGRADUATE PSYCHOLOGY MAJOR LEARNING GOALS AND OUTCOMES: A Report (March 2002) American Psychological Association, Task Force Members: Jane S. Halonen, Drew C.

More information

STUDENT THESIS PROPOSAL GUIDELINES

STUDENT THESIS PROPOSAL GUIDELINES STUDENT THESIS PROPOSAL GUIDELINES Thesis Proposal Students must work closely with their advisor to develop the proposal. Proposal Form The research proposal is expected to be completed during the normal

More information

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013 RYERSON UNIVERSITY POLICY OF SENATE PERIODIC PROGRAM REVIEW OF GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 126 Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3,

More information

BA Criminal Justice (2013-2014)

BA Criminal Justice (2013-2014) BA Criminal Justice (2013-2014) Program Information Point of Contact Kim DeTardo-Bora (detardobora@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

Current Situation and Development Trend of Applied Linguistics Fang Li

Current Situation and Development Trend of Applied Linguistics Fang Li International Conference on Education Technology and Social Science (ICETSS 2014) Current Situation and Development Trend of Applied Linguistics Fang Li Zhengzhou Vocational College of Industrial Safety

More information

College of Education. School Administration

College of Education. School Administration 401 THE PROFESSIONAL TEACHER: LEGAL PERSPECTIVES. (1) Study of legal concerns of public school teachers. Emphasizes legal rights and responsibilities of teachers and pupils. Lecture, two hours per week

More information

Department of Management Sciences

Department of Management Sciences Department of Management Sciences The so-called management sciences here is an interdisciplinary science which aims at revealing and applying the basic laws of various management activities, in order to

More information

PSYCHOLOGY PROGRAM LEARNING GOALS, LEARNING OUTCOMES AND COURSE ALLIGNMENT MATRIX. 8 Oct. 2010

PSYCHOLOGY PROGRAM LEARNING GOALS, LEARNING OUTCOMES AND COURSE ALLIGNMENT MATRIX. 8 Oct. 2010 PSYCHOLOGY PROGRAM LEARNING GOALS, LEARNING OUTCOMES AND COURSE ALLIGNMENT MATRIX 8 Oct. 2010 Departmental Learning Goals and Outcomes LEARNING GOAL 1: KNOWLEDGE BASE OF PSYCHOLOGY Demonstrate familiarity

More information

Bioethics Program Program Goals and Learning Outcomes

Bioethics Program Program Goals and Learning Outcomes Bioethics Program Program Goals and Learning Outcomes Program Goals 1. Students will develop a solid knowledge base in areas of Biology including cell biology, evolution, genetics, and molecular biology.

More information

CHAPTER THREE: METHODOLOGY. 3.1. Introduction. emerging markets can successfully organize activities related to event marketing.

CHAPTER THREE: METHODOLOGY. 3.1. Introduction. emerging markets can successfully organize activities related to event marketing. Event Marketing in IMC 44 CHAPTER THREE: METHODOLOGY 3.1. Introduction The overall purpose of this project was to demonstrate how companies operating in emerging markets can successfully organize activities

More information

A. The master of arts, educational studies program will allow students to do the following.

A. The master of arts, educational studies program will allow students to do the following. PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);

More information

Forensic Psychology Major Learning Objectives (adapted from APA)

Forensic Psychology Major Learning Objectives (adapted from APA) Forensic Psychology (BA) Mission Statement & Learning Objectives The mission of the Forensic Psychology major is to enhance understanding of behavior, in terms of its biological, cognitive, social, emotional

More information

London School of Commerce. Programme Specification for the. Cardiff Metropolitan University. Bachelor of Arts (Hons) in Business Studies

London School of Commerce. Programme Specification for the. Cardiff Metropolitan University. Bachelor of Arts (Hons) in Business Studies London School of Commerce Programme Specification for the Cardiff Metropolitan University Bachelor of Arts (Hons) in Business Studies 1 Contents Page 1. Aims and Objectives 3 2. Programme Learning Outcomes

More information

2012/2013 Programme Specification Data. Environmental Science

2012/2013 Programme Specification Data. Environmental Science 2012/2013 Programme Specification Data Programme Name Programme Number Programme Award QAA Subject Benchmark Statements Environmental Science P02123 BSc Hons Earth Science, Environmental Science, Environmental

More information

Correlation between competency profile and course learning objectives for Full-time MBA

Correlation between competency profile and course learning objectives for Full-time MBA Correlation between competency and course for Full-time MBA Competency management in the Organizational Behavior and Leadership Managing Sustainable Corporations Accounting Marketing Economics Human Resource

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based

More information

Report on Interdisciplinary Education at Ramapo College of New Jersey. Delivered to Provost Beth Barnett on April 6, 2007

Report on Interdisciplinary Education at Ramapo College of New Jersey. Delivered to Provost Beth Barnett on April 6, 2007 Report on Interdisciplinary Education at Ramapo College of New Jersey Delivered to Provost Beth Barnett on April 6, 2007 Report Authored by the Provost s Interdisciplinary Education Taskforce: Rikki Abzug

More information

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable):

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable): Department of Social Work Florida Gulf Coast University Generalist Practice Field Placement Learning Plan Student: Student Email: Agency: Agency Phone: Field Instructor: Faculty Liaison: Task Supervisor

More information

COMPREHENSIVE EXAMINATION. Adopted May 31, 2005/Voted revisions in January, 2007, August, 2008, and November 2008 and adapted October, 2010

COMPREHENSIVE EXAMINATION. Adopted May 31, 2005/Voted revisions in January, 2007, August, 2008, and November 2008 and adapted October, 2010 COMPREHENSIVE EXAMINATION Adopted May 31, 2005/Voted revisions in January, 2007, August, 2008, and November 2008 and adapted October, 2010 All students are required to successfully complete the Comprehensive

More information

Teaching and Assessing Effective Communication. Fulfilling Standards 12 and 14 in a Liberal Arts College

Teaching and Assessing Effective Communication. Fulfilling Standards 12 and 14 in a Liberal Arts College Skidmore College Lisa Christenson Sarah Goodwin Katie Hauser Teaching and Assessing Effective Communication Fulfilling Standards 12 and 14 in a Liberal Arts College Standards 12 and 14 12. General Education

More information

Can t tell: The reader cannot make a determination based on the material provided

Can t tell: The reader cannot make a determination based on the material provided ABET-based Criteria for the CEE Undergraduate Portfolio at the University of Missouri (adapted from criteria developed by Marie Paretti at Virginia Polytechnic) 1 tell: The reader can make a determination

More information

Classification Appeal Decision Under Section 5112 of Title 5, United States Code

Classification Appeal Decision Under Section 5112 of Title 5, United States Code U.S. Office of Personnel Management Office of Merit Systems Oversight and Effectiveness Classification Appeals and FLSA Programs Washington Oversight Division 1900 E Street, NW Washington, DC 20415 Classification

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

G u i d e l i n e s f o r K12 Global C l i m a t e Change Education

G u i d e l i n e s f o r K12 Global C l i m a t e Change Education G u i d e l i n e s f o r K12 Global C l i m a t e Change Education Adapted by: by the National Wildlife Federation from the Environmental Education Guidelines for Excellence of the North American Association

More information

MBA students develop, or already possess,

MBA students develop, or already possess, Master MBA Leadership of Business Specialisation Administration MBA students develop, or already possess, strong management skills; however the practice of effective leadership is essential for dedicated

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

The Global Trends in the Attainment of Excellence: the Liberal Arts and Sciences Experience in the 21 st Century

The Global Trends in the Attainment of Excellence: the Liberal Arts and Sciences Experience in the 21 st Century The Global Trends in the Attainment of Excellence: the Liberal Arts and Sciences Experience in the 21 st Century Undergraduate education and its discontents Decreased performance, deteriorated conditions,

More information

Educating for Science Diplomacy

Educating for Science Diplomacy Summary of the 2 nd Neureiter Science Diplomacy Roundtable 1 Educating for Science Diplomacy December 18, 2013 A roundtable meeting organized by the Center for Science Diplomacy of the American Association

More information

Critical Realism. Background

Critical Realism. Background Critical Realism Critical realism offers an ontology that can conceptualize reality, support theorizing, and guide empirical work in the natural and human sciences. It views reality as complex and recognizes

More information

The Relevance of Glaserian and Straussian Grounded Theory Approaches in Researching Human Resource Development

The Relevance of Glaserian and Straussian Grounded Theory Approaches in Researching Human Resource Development 2011 International Conference on Financial Management and Economics IPEDR vol.11 (2011) (2011) IACSIT Press, Singapore The Relevance of Glaserian and Straussian Grounded Theory Approaches in Researching

More information

Case study research design

Case study research design Case study research design Contents 1 Introduction... 1 2 Applications of case study design... 3 3 Outline of the design... 3 4 Strengths and weaknesses of case study designs... 9 5 References... 10 1

More information

Business and Management Masters Degree (MBA)

Business and Management Masters Degree (MBA) Business and Management Masters Degree (MBA) Module Specification Booklet Page 1 of 33 Contents Level 7 Modules... 3 Management: Principles and Practices... 4 Financial Decision Making... 6 Marketing Principals

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Section Three. Nursing: MSN Research Procedures. Page 25

Section Three. Nursing: MSN Research Procedures. Page 25 Section Three Nursing Research Procedures Page 25 Research Competency Nursing majors are expected to develop their research skills throughout the program and demonstrate this skill in the final research

More information

Upon completion of the First Year Navigation Competency, students will be able to: Understand the physical and virtual WCSU campus;

Upon completion of the First Year Navigation Competency, students will be able to: Understand the physical and virtual WCSU campus; FIRST YEAR NAVIGATION (FY) COMPETENCY First Year Experience programs take a variety of forms to provide academic and cocurricular support as students begin university life. This competency allows first

More information

APPENDIX F Science and Engineering Practices in the NGSS

APPENDIX F Science and Engineering Practices in the NGSS APPENDIX F Science and Engineering Practices in the NGSS A Science Framework for K-12 Science Education provides the blueprint for developing the Next Generation Science Standards (NGSS). The Framework

More information

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

FOR ALL DOCTORAL DEGREE PROGRAMS

FOR ALL DOCTORAL DEGREE PROGRAMS FOR ALL DOCTORAL DEGREE PROGRAMS CURRICULAR REQUIREMENTS PER COURSE: AN INQUIRY-BASED LEARNING You may choose one by marking X the box below. See also the corresponding format or guidelines below. 1. Directed

More information