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SMC Academic Senate Ad Hoc Committee on Interdisciplinary Studies. Report and Recommendation April 18, 2006. Scope & Function of Ad Hoc Committee:. to explore the most appropriate institutional arrangements to - PowerPoint PPT Presentation
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SMC Academic SenateAd Hoc Committee on
Interdisciplinary Studies
Report and Recommendation
April 18, 2006
Scope & Function ofAd Hoc Committee:
• to explore the most appropriate institutional arrangements to– best support SMC’s current and future
multi- & interdisciplinary studies programs & curricula
• (e.g., Women’s Studies, Women’s College, Center for Environmental & Urban Studies, Environmental Studies, Urban Studies, Service-Learning Program, Ethnic Studies, Gender Studies, timely topic courses, …)
Composition of Committee
• 10 active faculty members• 9 “interested faculty” participants
– These 19 members came from:• Communications• Earth Sciences• English• ESL• History• Library• Life Sciences• Philosophy• Social Sciences
Summary
• The committee recommends the creation of a Department of Interdisciplinary Studies
– to support and enhance the intellectual, professional, and personal growth of students and faculty at SMC
Definitions
• Multidisciplinary:
– two or more disciplines are organized around a common theme or topic
– different disciplines are used as "lenses" to explore a problem or issue
• Examples: Women’s College, Center for Environmental and Urban Studies, paired courses, learning communities, ...
Definitions
• Interdisciplinary:
– two or more disciplines are integrated and complement each other in the exploration of subject matter
– teaching cuts across disciplines
• Examples: Women’s Studies, Environmental Studies, Urban Studies, Ethnic Studies, Media Studies, …
Why Interdisciplinary Studies?
• addressing community needs– few courses/programs explore and develop
the connections that cut across disciplines
• students benefit from both– specialized knowledge in disciplines & – how the disciplines intersect
• Interdisciplinary Studies provide this integrated learning environment
Why Interdisciplinary Studies?
• trend toward interdisciplinary studies in higher education & interdisciplinary careers
• Santa Monica College has an obligation to facilitate access, entry, and success for students in interdisciplinary fields.
20 most popular Baccalaureate degrees awarded from CA public institutions
(2004)
Rank Program Students
1 Business Administration & Management 15,823
2 Liberal Arts & Sciences, Gen. Studies & Humanities 7,604
3 Psychology 6,445
4 Multi/Interdisciplinary Studies 4,3885 Sociology 3,737
6 Biology, General 3,378
7 English Language and Literature, General 3,234
8 Political Science and Government 3,184
9 Fine Arts and Art Studies 2,980
10 Economics 2,631
11 History 2,549
12 Computer Science 2,542
13 Communications, General 2,417
14 Criminal Justice and Corrections 1,828
15 Electrical, Electronics and Communications Engineering
1,770
16 General Teacher Education 1,683
17 Health and Physical Education/Fitness 1,488
18 Nursing 1,456
19 Speech and Rhetorical Studies 1,254
20 Business/Managerial Economics 1,098
Why a DEPARTMENT?(and not just a “program” or “center”)
• A department– provides a “home base,” – provides equitable voice & funding, and– legitimizes and institutionalizes IDS
• current programs & courses are orphans and are marginalized
– increases effective & efficient use of college resources• current configuration: meager, piecemeal, disarray
– provides students (and faculty) with appropriate support
What is the Department of Interdisciplinary Studies?
• comprised of:– academic programs currently “standing
alone” • Women’s College / Women’s Studies,• Environmental and Urban Studies, • Service-Learning Program
– individual courses/curricula which are fundamentally interdisciplinary
What is the Department of Interdisciplinary Studies?
• Goal:– to facilitate & promote the academic &
intellectual experience of students and faculty through:
• multi- and interdisciplinary curriculum development and delivery
• academic events• leadership opportunities• community-based experiential & service-learning
What is the Structure of the Department of IDS? (What programs belong?)
• association of multi- & interdisciplinary programs and courses
– programs (and courses) would be autonomous in critical decision making (hiring, curriculum, …)
– share resources (department chair, secretary, equipment, …)
• 5 major elements
Interdisciplinary Academic
Degree Programs (AS or AA)
Learning Communities /
Paired Courses / Block Courses with emphasis
or theme
Interdisciplinary
“Stand-Alone” Courses
Experiential Education
Stand-Alone Programs
(Multidisciplinary)
Department ofInterdisciplinary
Studies
Interdisciplinary Academic
Degree Programs (AS or AA)
Women’s Studies AA (established)
Environmental Studies AS / AA(pending)
Urban Studies AA (future)
Ethnic Studies AA (future)
Interdisciplinary Academic Degree
Programs(AS or AA)
Enhances potential for:– ensuring required course
offerings
– development of additional degree programs
Learning Communities /
Paired Courses / Block Courses with emphasis
or theme
Interdisciplinary Academic
Degree Programs (AS or AA)
Department of Interdisciplinary
Studies
Enhances potential for:
– team teaching across (not just within) disciplines
– student “cohorts” moving through programs together
– responding to community desires for curricula
Race & Ethnicity
Borderland
Gender
Sexuality
Media
Environment
Global
Learning Communities / Paired
Courses / Block Courses with
emphasis or theme
(examples)
Interdisciplinary Academic
Degree Programs (AS or AA)
Learning Communities /
Paired Courses / Block Courses with emphasis
or theme
Interdisciplinary
“Stand-Alone” Courses
Department of Interdisciplinary
Studies
Environmental Studies 7 Women’s Studies 10
Urban Studies 8
Interdisciplinary Studies XX (future)
Interdisciplinary
“Stand-Alone” Courses
(examples)
Enhances potential for:
– diverse teaching from varied & multiple perspectives
– development of additional curricular offerings
Experiential Education
Interdisciplinary Academic
Degree Programs (AS or AA)
Learning Communities /
Paired Courses / Block Courses with emphasis
or theme
Interdisciplinary
“Stand-Alone” Courses
Department of Interdisciplinary
Studies
Service-Learning (reestablish)
Course-Based Internship
Field Study
Cooperative Education
Experiential Education
Enhances potential for:
– institutionalizing learning that directly engages learner
– students to test skills and facts, sharpen problem-solving, & work collaboratively
Stand-Alone Programs
(Multidisciplinary)
Interdisciplinary
Academic Degree
Programs (AS or AA)
Learning Communities /
Paired Courses / Block Courses with emphasis
or theme
Interdisciplinary
“Stand-Alone” Courses
Experiential Education
Department of Interdisciplinary
Studies
Center for Environmental and
Urban Studies / Environmental College
(established)Women’s College / Women’s Center
(established)
Ethnic Studies Center (future)
Stand-Alone Programs
(Multidisciplinary)
Enhances potential for:– strengthening and developing program depth & breath
– more effective use of concentrated resources
– equitable voice
Learning Communities /
Paired Courses / Block Courses with emphasis or theme
(examples)
Interdisciplinary
Academic Degree
Programs
Stand-Alone Programs
(Multidisciplinary)
Experiential Education
Interdisciplinary
“Stand-Alone” Courses
(examples)
Race & Ethnicity
Borderland
Gender
Sexuality
Women’s Studies AA (established)
Environmental Studies AS / AA(pending)
Urban Studies AA (future)
Ethnic Studies AA (future)
Environmental Studies 07 Women’s Studies 10
Urban Studies 8
Service-Learning (reestablish)
Environmental College/ Center for Environmental
and Urban Studies(established)
Women’s College / Women’s Center
(established)
Media
Environment
Global
Interdisciplinary Studies XX (future)
Course-Based Internship
Field Study
Cooperative Education
Ethnic Studies Center (future)
Department of Interdisciplinary
Studies
--chair--secretary
City College of San FranciscoInterdisciplinary Studies
Department
http://www.ccsf.edu/Departments/IDST/AboutUs2.html
