Interdisciplinary Studies (Grad)

Explores the human quest for meaning and significant aspects of the human experience through study in the liberal arts disciplines of literature, philosophy, religion, the social and natural sciences, and the fine arts. In this multidisciplinary course, students complete assigned readings and write analytic and reflective essays for each class session. A research essay and an in-class final examination are required. [ 3 credits ]

This course will be used as a placeholder for the LBS concentration courses. Once the advisor and student have determined a concentration and the courses, they will substitute the approved classes for this course.

This course will be used as a "holding course" in GRA to allow for production of ID assignments and WebAdvisor accounts in IT.

Explores various topics in graduate Liberal Studies. Topic will change each offering of the course and will be noted. [ 3 credits ]

Assumes that language is the basis for all communication and examines the nature of language and semiotics through the exploration of recent philosophical thinking. This required course explores communication theory, postmodern art and postmodern fiction through four of the five disciplines in the contemporary communication program: communication arts, philosophy, art and English. The fifth discipline computer science is explored in the required CST-515 course. IDS-510 should be taken within the first 9 credits in the program. [3 credits]

Exlores various topics in graduate Interdisciplinary Studies. Topic will change each offering of the course and will be noted. [ 3 credits ]

Focuses on one or more areas of writing for a contemporary audience. In the workshop environment writing of students is critiqued and evaluated by the other writers in the course as well as the instructor. Course could focus on journalism, feature writing, writing for popular media, creative nonfiction, the essay, poetry, play-writing, screenwriting, fiction or a combination of genres dependent on the choice and expertise of the instructor. Course may be repeated to explore a different genre. Permission of the instructor will be required to enroll. [3 credits]

Confronts the relationship between subjective interpretations of such unique characteristics of the human experience as thinking, reasoning, and awareness and the hard, analytical, biological explanations of these processes. Students become more familiar with the biological mechanisms of higher cognitive processes and evaluate whether this model can reasonably account for the human experience. The course also allows students to acquire experience at literature research in the life-sciences. No previous experience in biology or psychology is assumed. [ 3 credits ]

This course explores the scientific approach as a method of understanding the world, providing students with insights into the intellectual and aesthetic satisfactions that can be derived from science. Students analyze the nature of the scientific method and examine the application of its principles to other areas of human endeavor. 3 credits.

Addresses the definition and the demonstration of creativity. The course considers what creativity is, how it is measured and evaluated. It also considers the characteristics of the creative person's personality, how such a person views work, and how he or she produces it. Areas where creativity will be considered will be: the workplace, the sciences, the arts, and literature. The course also allows students to explore their own creativity, but neither the presence nor absence of creativity is a prerequisite. [ 3 credits ]

This course uses an interdisciplinary approach to examine the social construction and diverse, current conceptualizations of health and illness in aging. Content focus is on a sociological approach to medical gerontology in contrast to physiological or biological perspectives. 3 credits.

This course's unique focus is on aging and the humanities--literature, history, philosophy, art, drama--have contributed to the experience of growing old. Students will explore myths, folk tales, films, historical overviews, philosophical arguments, poetry, stories, artwork and artists, and other works to examine how aging is portrayed and experienced. 3 credits.

This core course provides an overview of quantitative and qualitative methods used in studies addressing issue of aging. Topics include the formulation of hypotheses, research design, statistical analysis, and report writing. The student may elect to take this course on a Pass/Fail or Grade basis. Those students interested in pursuing advanced study beyond the Master's Degree are encouraged to take the later option.

This course examines selected topics and issues in aging which reflect contemporary discoveries and thinking in gerontology and adult development. IDS 573 may be taken more than once under different topics. 3 credits.

Explores both the basic need to understand the mysteries of life and the role of spiritual and moral values in ego development. Reviews how personality theorists place spiritual development in the description of maturity. Students are encouraged to challenge their own traditional beliefs and faith systems in the light of personal experience. [ 3 credits ]

Education about U.S. laws and planning for later life can ease the transitions in "old" age. This course will look at legislation that addresses the legal rights and needs of the aging population. Topics covered include: the need for and availability of legal services; the role and obligations of the lawyer; personal autonomy and voluntary and involuntary limitations on autonomy; guardianships and alternatives to guardianship; end of life decisions (advance health care planning, proxy decision-making and the "right to die"); Medicare, Medicaid, Medigap, long-term care insurance and estate planning; nursing homes and laws that regulate them; consumer protection and scams aimed at the elderly; elder abuse and protective services; discrimination in employment and against those with disabilities. 3 credits.

This course examines the events surrounding the last phase of the life course. The focus is both on the individual who is preparing for that final exit, as well as on the circle of family and friends who witness the slow or sudden departure of a loved one then mourn their loss. Topics include: pain management, hospice care, ethical and legal issues, psychosocial developmental theories such as Kubler-Ross and Byock, and the significance of spirituality. 3 credits.

This is the first in a series of interdisciplinary courses, with history as the integrating discipline, designed for middle/high school teachers of social studies. The course has a dual purpose: to broaden teachers' command of content knowledge in American history, and or instructional methods and resources for imparting this knowledge to middle/high school students. Participants in this course will choose one of two topics for intensive investigation: World War II and the U.S. role in this global conflict or Pre-Colonial Indians of North America. Course participants will be exposed to a number of teaching methodologies appropriate to the social studies classroom and will practice and refine skills and processes central to historical research and interpretation. Permission of academic advisor required for registration.

This is the second in a series of interdisciplinary courses, with history as the integrating discipline, designed for middle/high school teachers of social studies. The course has a dual purpose: to broaden teachers' command of content knowldge in American history, and of instructional methods and resources for imparting this knowledge to middle/high school students. This course will immerse participants in an in depth study of the African-American experience following the Civil War. Participants will learn how to interpret primary sources, artifacts, and other historical materials at the heart of historical investigation, and the pedagogy for engaging middle.high school students in similar endeavor. Permission of academic advisor required for registration.

A course designed to connect the philosophical underpinnings, the historical context of origin, the salient values, and the evolving interpretation of the U.S. Constitution to the lives and concerns of the nation's citizenry. Lectures, readings, discussions, simulations, research assignments, and writing exercises will create a highly interactive environment for achieving the goal of the course. Attention also will be given to the pedagogy of teaching about the Constitution to middle/high school students. Permission of academic adivsor required for registration.

Teaching History Through Expository Text and Literature Industrialism and Social Reform will teach participants strategies to captivate student interest in social studies while teaching a host of expository reading skills that students can use for the rest of their lives. Students learn how to connect literature to "real-life experiences" they have in class so that deeper understanding follows. Participants will learn how to assist emerging readers through carefully structured support at each of the four stages of the expository reading process: preview, read, take notes, and review. Additionally, strategies for engaging readers of all ability levels in the study of literature as a means for studying history will be explored.

Differentiated Social Studies Instruction: Meeting the Needs of Every Student offers course participants instruction in a diverse set of instructional practices that allow students with multiple intelligences to experience success in their social studies courses.

Geographic Perspectives in History will take a thematic approach to exploring the history of Medieval Europe and its transition to the Renaissance and the Age of Exploration. Course participants will learn to facilitate among their students an understanding of the impact of European geography on its inhabitants. Participants will also discover how Europeans initially responded to their immediate environment during the Medieval Era, as well as the relationship between movement and the location of resources as factors leading to the Renaissance and world exploration. Course participants will learn how to more effectively integrate the five themes of geography into their instruction so that students see the relationship between geography and history. Participants will be exposed to a variety of instructional strategies and will receive numerous resources which will aid them in their daily classroom instruction. Participants will also visit museums and historical locations in the region that will later serve them in their classroom participation. 3 credits.

Economic Trends in History will provide participants with in-depth knowledge and instructional strategies regarding the world revolutions of the 18th and 19th centuries. This knowledge and associated strategies will be meaningful and effective in the implementation of classroom instruction and will also include access to local educational resources that teachers can continue to use well after the course is completed. Course content will focus on the political, social, and exonomic characteristics inherent in all revolutions. Specific emphasis will be given to the American Revolution, French Revolution, and America's second war for independence, the War of 1812. This course will analyze the decisions that people and countries have made through economic themes, such as supply and demand, opportunity cost, and scarcity as these concepts apply to the revolutionary era.

The seminar treats a broad topic related to the program's theme of the human quest for meaning. Each student, according to her or his interests, chooses a specific topic related to the broader one, researches the topic and writes a lengthy paper. Students present their findings to the class. [ 3 credits ]

Offers the student an opportunity to produce, under the direction of a faculty mentor, either a scholarly paper related to the liberal arts or a creative work, such a novel, a play, or a portfolio of paintings. The Master's Project is meant to integrate and build upon previous work in the Liberal Studies program. [ 3 credits ]

Offers the student an opportunity to investigate, under the direction of a faculty mentor, a specific question or issue of human concern in the liberal arts and, thereby, to produce a research paper using an acceptable research method and design. The Master's Thesis is meant to integrate and build upon previous work in the Liberal Studies program. 6 credits; students register for this course twice. [ 3 credits ]

Develops the master's project to integrate and build upon previous work in contemporary communication. Under the direction of a faculty advisor, the student produces a scholarly research manuscript, an original work of creative writing or art, or an original technical/software product. The format and length of the project will be determined with the guidance of the Contemporary Communication Council and the project advisor. Prerequisite: at least 27 credits completed in the program. [3 credits]

The central focus of this course is on the personal learning objectives of the individual student. It consists of supervised work in a human services or health care agency. The purpose of the experience is to allow the student to implement newly acquired skills, obtain additional skills, and/or explore careers in the field of aging. The course requires the student to complete a minimum of 90 hours of field experience during the last year of study. The student will locate the site of the Practicum with collaboration with the Practicum Supervisor. The student will keep a journal during the Practicum and produce a reflection paper at the end of her experience. This couse may be taken over two semesters with permission of the host agency. Prerequisite: Completion of all four core courses and permission of Practicum Coordinator. For Summer placements interviews and arrangements must occur before May 1, for Fall placements the deadline is September 1 and for Spring placments the deadline is November 15. 3 credits.

Offers the student the opportunity to work independently, under faculty supervision, in an approved area of study. The nature, scope and design of the project to be completed, as well as a schedule of pre-arranged meetings will be individually contracted between the instructor and the student. Prerequisite: Permission of instructor and dean of Graduate Studies; obtain required form from Graduate Studies office. This course may not be repeated for credit. [ 3 credits ]