Please Note: Next Is Meeting Moved to February 15Th

PLEASE NOTE: NEXT IS MEETING MOVED TO FEBRUARY 15TH (FROM FEBRUARY 22ND)

Integrated Studies Planning Committee January 25, 2007

Members present: Phebe Jewell, Margot Boyer, Carol Hamilton, Paula Bennett, Larry Hall, Karen Stuhldreher, Deborah Green, Alice Melling, Aaron Robertson, Diana Ma, Melissa Grinley, LoriBeth Coker, Jane Lister Reis

1. Course Summer 07 IS Presentations from: a. Bob Schuessler (and Kenji Tachibana): The Art of Communication, 11-2:20 M-Th ART 114, CMN 105, CMN 275 b. Margot Boyer (and Melissa Grinley): Link between Eng 102 and Psychology, “States of Mind”, 10-50: - 12:20 pm (ENG) and 9:10-10:40 am (PSYCH)

The committee supported both of the new course proposals; however it was noted that Bob and Kenji’s course still needed the approval of the dean.

The committee also discussed exploring the notion of a 2-credit class that students could take as a seminar course that would enhance the interdisciplinarity of linked classes. LoriBeth suggested looking at Service Learning courses since seminars are such a part of the course format. Jane agreed to explore this idea and report back to the committee.

2. Review of Proposed 07-08 Schedule Jane shared her proposed 07-08 IS schedule with the committee. Some changes were made to courses that were recorded wrong. There was also a question about whether Najma and Judy’s linked course would run in Spring 08. (Jane agreed to check with Pete and Griff.) Alice Melling said that Kalyn and Ann will be talking with advisors about their new year-long csp. Paula raised the question of two English faculty teaching together (evening Beginnings class). Jane agreed to talk with Edith about this issue.

Jane shared with the committee that the February meeting would be geared toward hearing new course proposals. Most of the new IS course applications have already been submitted. Missing one from Rick and Christopher.

3. National Assessment Project on Student Learning Using the protocol, the committee read and discussed a paper from Melissa, Terri and Phebe’s “Stranger than Fiction” course (Fall 06). Following the protocol provided the committee with rich conversation. The following statements were written :at the end of the meeting when faculty/staff were asked to reflect on the experience and its implications for teaching and learning:

“I am aware after examining this work that I would like to be even more explicit in labeling final assignments as “synthesis” assignments, and thus giving students the awareness of the power and potentiality of integrated knowledge or interdisciplinary learning. Creating assignments like this takes time and thoughtfulness by faculty teams and a high degree of skill by students. We should celebrate this level of awareness and skill.”

“I would just like to say that psychology and biochemistry could fit together as a coordinated studies course because everything that humans do is chemical – for example thought is a chemical reaction and response within the brain.

On the note of the interdisciplinary nature of the paper, I was blown away by the various levels of self the author explains about the main character or woman in the movie.”

“I think I’ve been challenged by this paper and the “assignment” to make the papers remaining in my current class much more explicit, obvious, and connected to interdisciplinary language. The creation of such assignments seems like it will be as “creative” and challenging as what the students will be asked to do in response to the assignment. I don’t think students have any grounding in “lenses” that we use to examine fiction and how that connects to philosophy or political science.”

“Be more mindful of interdisciplinary projects/assignments. Communicate (or emphasize) the interdisciplinary aspect an assignment. Build in more opportunities for refection of interdisciplinary learning for students. Ask them what is happening for them in the process. What questions or problems this poses for their lives outside the class?”

“Introducing students to interdisciplinarity – can be intentional and not a rubric, e.g., Wabash College article, can be very helpful reading. Students work can provide feedback on whether thy got it or not. Looking at one work, such as this student’s paper, can help get to more intentional assignments.”

“I think discussing this helped solidify my awareness that the whole reason we teach interdisciplinary studies is so that texts, events, and human experience can be seen from more than one viewpoint. By designing assignments that require an integration of ideas, we acknowledge the grayness (rather than black and white) in our world and appreciate the multiple ways we can learn and know about it. I think this ultimately leads to opening up of perspectives for students, a creation of awareness that there’s so much more to know.”

4. Announcements: a. Committee suggested moving the February meeting to February 15th rather than the 22nd since Karen, Carol, and Jane will be out of town on the 22nd. b. Phebe, Carol, Karen, and Diana said they were interested in attending Washington Center’s National Project on Assessing Learning on March 29-31st.

Meeting adjourned at 4:30 pm. Minutes by Jane Lister Reis