Guidelines for a Bachelor of Science degree in Interdisciplinary and Multidisciplinary Studies with a concentration in General Studies for Students Matriculated On or After September 7, 2021
Sponsor: |
School for Social and Behavioral Sciences |
|---|---|
Contact: |
Coordinator for Interdisciplinary and Multidisciplinary Studies |
Category: |
Academic |
Number: |
100.158 |
Effective Date: |
09/07/2021 |
Implementation History: |
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Keywords: |
Interdisciplinary, Multidisciplinary, General Studies |
Background Information: |
Purpose
Definitions
Statements
Students will explain what led them to make the decision to earn a concentration in General Studies rather than a degree with more of a disciplinary or interdisciplinary focus.
Foundations
Learning outcome: Students will be able to explain fundamental concepts and principles of at least two of the fields involved in the degree.
These foundations will vary based on student interest and focus but are likely met through survey courses at the 1000-level with titles that might include words such as introduction/introductory, principles, exploring, foundations, or literacy, but may be a single subject that serves as a prerequisite to further study in that field. Examples include, but are not limited to, LITR 1005 Introduction to Literature, ARTS 1140 Media and Visual Literacy, PSYC 1005 Introduction to Psychology, BIOL Biology I, BIOL 1300 Foundations of Anatomy and Physiology, MRKT 1005 Marketing Principles, and MATH 1065 Statistics.
Communication
Learning outcome: Students will be able to develop effective arguments in writing and speech, including demonstrating critical listening, reading and interpretation skills, in multiple contexts and through multiple strategies.
This guideline may be met by any course that meets the General Education category of Basic Communication, but most often is met through courses such as, COMW 1005 College Writing, COMW 2005 Effective Academic Writing, or COMM 1030 Public Speaking.
Critical thinking and problem solving
Learning outcome: Students will develop abilities in reading, writing, and evaluating information critically, i.e., with sustained attention to meaning, presentation, and argument.
Learning outcome: Students will build the capacity to identify and describe main ideas, underlying assumptions, and valid conclusions.
These guidelines are most often met through courses that specifically deal with reasoning, such as CUST 2030 Introduction to Critical Thinking, PHIL 2005 Introduction to Philosophy, or COMW 3005 Proposal Writing and Logical Argument.
Quantitative literacy
Learning outcome: Students will be able to apply basic quantitative skills to the analysis and interpretation of real-world quantitative information to draw conclusions.
Learning outcome: Students will be able to apply and present quantitative information to support personal, professional, and societal goals.
These guidelines are most often met through any course meeting the General Education category of Mathematics. Courses include, MATH 1065 Statistics, MATH 1040 Algebra, MATH 1005 Contemporary Mathematics, MATH 1030 Visualizing Mathematics, MATH 2005 History of Mathematics, and MATH 1010 Discovering Math Across Generations.
Research skills and information and digital literacy
Learning outcome: Students will be able to apply information from a variety of media, including digital media, with an emphasis on scholarly sources.
Learning outcome: Students will be able to critically evaluate sources and reach well-reasoned conclusions, attributing sources appropriately, to effectively convey information.
Learning outcome: Students will be able to use digital tools to advance learning, as well as personal and professional development.
These guidelines may be met through courses that infuse digital research skills, such as CUST 1020 Digital Literacies, or ARTS 1140 Media and Visual Literacy.
or by courses that discuss the transformation of culture and society due to digital technologies, such as COMM 3015 Communication through New Media, ANTH 2005 Digital Culture and Society, or DIGA 3041 The Digital Environment in a Post-Truth World.
Social responsibility
Learning outcome: Students will be able to engage in ethical reasoning and reflect on issues such as: democratic citizenship; diversity, such as gender, race, class, sexuality; social justice; and environmental sustainability, both locally and globally.
Courses to meet this guideline might include references to subjects such as ethics, diversity, equity and inclusion, or the environment in their titles and include titles such as PHIL 2020 Introduction to Ethics, BUSN 3010 Business Ethics, COMM 3025 Media, Ethics and Law, ANTH 3122 Sex and Gender in Global Perspective, ARTS 4035 Images of Women in Western Civilization, LITR 2006 African American Literature, ENSC 1200 Environmental Science, INFT 3045 Social, Professional, and Ethical Issues in Computing, and ENST 3010 Sustainability and Agriculture.
All students at ESC are expected to demonstrate Breadth and Depth of Knowledge. Students may use Educational Planning as an integrating study or capstone in order to explore connections and patterns within their learning, including prior learning. They do this through the following guidelines:
Building on Foundations
Learning outcome: Students will be able to explain concepts in at least one subject or topic in their degree plan or PLA and a progression that builds on fundamental concepts and principles and includes intermediate and advanced study.
Interconnections
Learning outcome: Students will be able to describe how their concentration combines two or more distinct disciplinary areas.
Learning outcome: Students will be able to identify connections and contrasts between two or more disparate approaches or perspectives, or multiple fields.
Students concentrating in General Studies must earn at least 12 upper-level credits in a single area of focus, which may include any liberal arts and sciences subject, professional disciplines such as Business, Education, or Human Services, or topics assessed through PLA, and 8 upper-level credits in any second area of focus, discipline, or PLA.