Course Description
Gives senior-level Interdisciplinary students the opportunity to reflect on what they have accomplished through their program of study. Students examine current theories and debates in Interdisciplinary Studies, as well as consider the ways their coursework can be integrated with questions related to key categories of inquiry that shaped their programs. As part of this seminar, each student will undertake a thesis project that will bring her/his education to a culmination, thus providing a capstone experience. This thesis may take many forms (a long paper, a presentation, a multimedia project, a film, a web site, etc.), will incorporate both quantitative and qualitative thinking and the use of technology-related tools, and will be accompanied by a written piece that functions as a process paper, summarizing the project’s integrative construction and conclusions. Prerequisite(s): Interdisciplinary Studies majors only.
Course Objectives
By the end of this course, each student will:
- have reflected upon, and be able to articulate, how the integration of multidisciplinary approaches to knowledge and critical thinking within the focus of their major:
- impacted their understanding of what it means to have an interdisciplinary studies degree,
- contributed meaningfully to their particular interdisciplinary studies degree;
- know the issues that currently shape the field of Interdisciplinary Studies, and be able to offer their own critical opinions on the theories and debates which shape their contours;
- be able to reflect on how their interdisciplinary course of study can and/or will impact their post-Plymouth life as well as society;
- be able to articulate how their own program of study contributes to their understanding of what it means to be “educated”;
- be able to craft a well-written and well-designed multimedia article that works to engage their academic knowledge with a public audience of readers, and will have a functional ePort (or equivalent) for use in future educational and career endeavors;
- be actively engaged with building your Personal Learning Network (PLN);
- have created a comprehensive thesis project that integrates their coursework, synthesizes the major themes and issues raised through the various courses they have taken, and draws conclusions related to their focus;
- have learned and considered things we can’t possibly imagine yet, and shared new, unexpected, and original ideas into the knowledge commons.
This course is an INCO and a WRCO in the Gen Ed program.
Course Requirements
To receive credit in this course, students must fully engage in the following work, completing every required element according to parameters and rubrics that are created as we go along:
- Research Article
- Prospectus
- Lit Survey
- Article
- Applied Project
- Prospectus
- Project
- Project Report
- Summary Synthesis
- PLN: weekly contributions from/to your networks as evidenced in your final portfolio post. (Note: there is no way to rush the building of a PLN. If you fail to pass just this portion of the course requirement, you will be given an Incomplete for the course, and asked to submit a PLN portfolio demonstrating eight consecutive weeks of network engagement in order to pass.)
- PLN Posts: all are completed and deemed shareable by the instructor, the peer reviewer (when applicable), and the author.
- Hypothes.is/Annotations: every reading is annotated.
- Final Presentation: you’re there, you’re ready, and you’re engaged.
Wiggle Room
You can take a wiggle if you need it. Maybe you’re late on a post. Maybe you miss a week on your PLN or one set of annotations. Take a little wiggle once if you need it. Please note there is no built-in wiggle room on the Article or Project or Summary Synthesis, but you can always come and see me if life gets in the way and we will work out an arrangement to keep you learning.
Required Text
None: this course will make use of Open Educational Resources, free online materials, and student-generated texts.
Basic Needs
If you have trouble affording food, securing shelter, or finding childcare or transportation services to enable you to attend school, please let Robin or any IDS Staff member know so that we can assist you. Remember that the IDS Office has an in-house food pantry in Lamson 003 where you can get supplies if you are hungry (we also stock feminine products, gas cards, and a few other basics). We are committed to helping you get your needs met so that you can focus on your studies.
Academic Integrity
You must adhere to the Academic Integrity policy as outlined in the PSU Academic Catalog.
Accommodations
Plymouth State University is committed to providing students with documented disabilities equal access to all university programs and facilities. If you think you have a disability requiring accommodations, you should immediately contact the Disability Services Office (DSO) in Plymouth Academic Support Services located in the Lamson Learning Commons (535-2270) to determine whether you are eligible for such accommodations. Academic accommodations will only be considered for students who have registered with DSO. If you have a Letter of Accommodation for this course from DSO, please provide the instructor with that information privately so that you and the instructor can review those accommodations.
This work is licensed under a Creative Commons Attribution 4.0 International License.