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SMC Academic Senate Ad Hoc Committee on Interdisciplinary Studies

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

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SMC Academic Senate Ad Hoc Committee on Interdisciplinary Studies

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  1. SMC Academic SenateAd Hoc Committee on Interdisciplinary Studies Report and Recommendation April 18, 2006

  2. 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, …)

  3. 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

  4. 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

  5. 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, ...

  6. 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, …

  7. 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

  8. 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.

  9. 20 most popular Baccalaureate degrees awarded from CA public institutions (2004)

  10. 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

  11. 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

  12. 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

  13. 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

  14. Interdisciplinary“Stand-Alone” Courses Learning Communities / Paired Courses /Block Courses with emphasis or theme Experiential Education Department ofInterdisciplinaryStudies Interdisciplinary Academic Degree Programs (AS or AA) Stand-Alone Programs (Multidisciplinary)

  15. Interdisciplinary Academic Degree Programs (AS or AA)

  16. Women’s Studies AA (established) Environmental Studies AS / AA (pending) Ethnic Studies AA (future) Urban Studies AA (future) • Enhances potential for: • ensuring required course offerings • development of additional degree programs Interdisciplinary Academic Degree Programs(AS or AA)

  17. Learning Communities / Paired Courses /Block Courses with emphasis or theme Department of Interdisciplinary Studies Interdisciplinary Academic Degree Programs (AS or AA)

  18. Race & Ethnicity Media Borderland Environment Global Gender Sexuality Enhances potential for: • team teaching across (not just within) disciplines • student “cohorts” moving through programs together • responding to community desires for curricula Learning Communities /Paired Courses /Block Courses with emphasis or theme (examples)

  19. Interdisciplinary“Stand-Alone” Courses Learning Communities / Paired Courses /Block Courses with emphasis or theme Department of Interdisciplinary Studies Interdisciplinary Academic Degree Programs (AS or AA)

  20. Interdisciplinary Studies XX (future) Environmental Studies 7 Women’s Studies 10 Urban Studies 8 Interdisciplinary“Stand-Alone” Courses (examples) • Enhances potential for: • diverse teaching from varied & multiple perspectives • development of additional curricular offerings

  21. Interdisciplinary“Stand-Alone” Courses Learning Communities / Paired Courses /Block Courses with emphasis or theme Experiential Education Department of Interdisciplinary Studies Interdisciplinary Academic Degree Programs (AS or AA)

  22. Service-Learning (reestablish) Field Study Cooperative Education Course-Based Internship Experiential Education • Enhances potential for: • institutionalizing learning that directly engages learner • students to test skills and facts, sharpen problem-solving, & work collaboratively

  23. Interdisciplinary“Stand-Alone” Courses Learning Communities / Paired Courses /Block Courses with emphasis or theme Experiential Education Department of Interdisciplinary Studies InterdisciplinaryAcademic Degree Programs(AS or AA) Stand-Alone Programs(Multidisciplinary)

  24. Enhances potential for: • strengthening and developing program depth & breath • more effective use of concentrated resources • equitable voice Ethnic Studies Center(future) Center for Environmental and Urban Studies / Environmental College (established) Women’s College / Women’s Center (established) Stand-Alone Programs (Multidisciplinary)

  25. Interdisciplinary Studies XX (future) Environmental Studies 07 Women’s Studies 10 Interdisciplinary “Stand-Alone” Courses (examples) Urban Studies 8 Race & Ethnicity Media Service-Learning (reestablish) Borderland Learning Communities / Paired Courses / Block Courses with emphasis or theme (examples) Experiential Education Field Study Environment • Department of Interdisciplinary Studies • --chair • --secretary Cooperative Education Global Gender Course-Based Internship Sexuality Interdisciplinary Academic Degree Programs Stand-Alone Programs (Multidisciplinary) Ethnic Studies Center (future) Women’s Studies AA (established) Environmental College/ Center for Environmental and Urban Studies (established) Environmental Studies AS / AA (pending) Women’s College / Women’s Center (established) Ethnic Studies AA (future) Urban Studies AA (future)

  26. City College of San FranciscoInterdisciplinary Studies Departmenthttp://www.ccsf.edu/Departments/IDST/

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