The University of Texas at Arlington Instructor: James Welch IV
Office Hours: by appointment Phone: 817-272-2338
INTS 2301______Office: UH 209 Email: __
INTERDISCIPLINARY PERSPECTIVES
Fall 2004
The only way in which a human being can make some approach to knowing the whole of a subject is by hearing what can be said about it by persons of every variety of opinion and studying all modes in which it can be looked at by every character of mind. No wise man ever acquired his wisdom in any mode but this.
John Stuart Mill
Instead of supposing that a single approach can satisfy our full set of concerns [one size fits all], we should prepare to visit a picture gallery, where we can commune with several different canvases, each circumscribed by a sturdy frame.
Steven Jay Gould, Rocks of Ages, p. 53
COURSE DESCRIPTION:
This is a foundational course that examines important developments and issues facing society from an interdisciplinary perspective. This course is designed to draw insights from multiple perspectives and to integrate them into a more inclusive understanding of the problem, issue, theme, or question at hand.
COURSE THEME:
The topic for this course is the human cloning, both for reproductive and therapeutic purposes, which includes genetic enhancement and eugenics. This topic is ideal for interdisciplinary study for three reasons: (1) it is intensely controversial and is generating a growing body of scholarly comment from across all major disciplines, thus making it researchable; (2) it is very complex and far beyond the ability of any single discipline to deal comprehensively with all of its facets, and (3) its scientific breakthroughs present us with urgent moral predicaments that demand an integrative solution.
COURSE OUTLINE:
PART I: THE INTERDISCIPLINARY IDEA
1. What is interdisciplinary studies?
2. What are the benefits of interdisciplinary studies to students?
3. What is the role of the disciplines in interdisciplinary studies, and what do we mean bydisciplinary perspective?
PART II: INTERDISCIPLINARY INTEGRATION
4. What do we mean by integration, and why is it so important tointerdisciplinary studies?
5. What is the process of integration?
6. How do Iapply the process of integration?
PART III: THE INTERDISCIPLINARY RESEARCH PAPER
7. How do I develop an interdisciplinary research proposal?
A. Presenting a clear rationale for an interdisciplinary approach
B. Choosing relevant disciplinary perspectives
C. Defining the problem (Writing the thesis statement)
D. Constructing an outline of major points supportive of your thesis
E. Identifying and evaluating appropriate sources
8. Writing an interdisciplinary research paper
A. Engaging in critical argumentation
B. Elements of an integrative conclusion
PART IV: THE PROSPECTUS FOR THE SENIOR CAPSTONE
9. Relating the topic to student’s program title
10. Presenting a clear rationale for an interdisciplinary approach
11. Identifying disciplines appropriate to the topic
12. Identifying source material
COURSE LEARNING OUTCOMES:
- Students will be able to define interdisciplinary studies.
- Students will be able to identify the intended benefits of interdisciplinary studies.
- Students will be able to explain the role of the disciplines in interdisciplinary inquiry.
- Students will be able to explain the meaning of integration and why it is so important tointerdisciplinary inquiry.
- Students will be able to demonstrate application of integrative process.
- Students will be able to develop a proposal for an interdisciplinary research paper (IRP).
- Students will be able to write an integrative research paper.
- Students will be able to develop a Prospectus for their Senior Capstone project.
REQUIRED READINGS:
- Leone, Bruno, ed. Cloning. New York: Greenhaven Press, 2003.
- “Interdisciplinary Studies and the Process of Integration, An Introduction,” chapters downloadable from Dr. Repko’s faculty website: Click on INTS 2301 folder. Hereinafter cited as ISPI and chapter title.
- Various essays as specified in the “Course Calendar” or announced by the Instructor.
ACADEMIC POLICIES:
1. Attendance:
Regular attendance is required and will be recorded beginning on Census Date. It is the student’s responsibility to insure that his/her attendance is accurately recorded each class meeting. MWF students are permitted two unexcused absences during the semester; TUESDAY-THURSDAY students are permitted one. Each further unexcused absence will result in the loss of 3 points (from the 25 allotted for attendance). An absence will be considered excused if and only if it is caused by illness, automobile accidents, death of immediate family members, military service, or job requirements. These absences must be documented by the student.
2. Assessment methodswill include essays, group projects, exams, quizzes, and research papers.
a. Quizzes/Homework Assignments are intended to test the student’s comprehension of certain concepts and content over selected units of material. They are a reliable indicator of the student’s mastery of the learning outcomes and preparation for major tasks such as exams and the interdisciplinary research paper. Although seven (7) quizzes or homework assignments will be administered during the semester, each worth 5 points (making for a total of 35 possible points), students need to accumulate only 25 quiz points to achieve a perfect quiz score.
Missed quizzes may be made up only if the student has a valid excuse as defined earlier under “Attendance Policy.” NOTE: A missed quiz must be made up prior to the next quiz. However, if a student is absent on the day a quiz is scheduled and the absence qualifies as “excused” (see attendance policy), the student will be allowed to make up the quiz at the earliest possible date.
b. Essays are meant not only to assess the students understanding of the assigned material, but their ability to articulate this understanding in their own words. Essays are due at the beginning of class on the day specified on the Course Calendar.
c. Group Projects are a vital component of the course and are intended to introduce the student to team work that characterizes the corporate sector, research labs, and education. Twenty points of the student’s grade for the course is based on his/her active contribution to the group projects.
d. Exams must be taken on the day specified in the Course Calendar. If a student, due to illness or accident, is unable to take an exam at the appointed time, the student must call or emailthe instructor concerning this prior to the exam, if only minutes before the examis administered.
Missed exams can only be made up with the instructor’s permission and at his convenience. Only those students who have compelling and documented reasons for missing an exam are entitled to take a make-up exam. Nervousness, forgetting the time of the exam, lack of preparation, having other exams, vacations, weddings, etc. are not compelling excuses. Make-up exams must be taken within one week of the scheduled exam.
3.Course Grade: The student’s grade for the course will be based on 300 possible points as follows:
ACTIVITY / POINTSATTENDANCE / 25
QUIZZES/ASSIGNMENTS
(7 at 5 pts each ) / 25
ESSAYS (2 at 15 pts each) / 30
GROUP PROJECT / 20
MID-TERM EXAM / 50
IRP PROPOSAL / 25
INTERDISCIPLINARY RESEARCH PAPER (IRP) / 100
PROSPECTUS FOR CAPSTONE / 25
TOTAL POINTS: / 300
The grading scale is as follows:
A=270-300 points D=180-209 points
B=240-269 points F= 170 and below
C=210-239 points
Incompletes (X) will not be given unless the student demonstrates extreme need and has made prior arrangements with the Instructor.
NOTE: If you require an accommodation based on a disability, I would like to meet with you in the privacy of my office during the first week of the semester to insure that you are appropriately accommodated.
4. Academic Dishonesty Policy: “Scholastic dishonesty includes, but is not limited to, cheating, plagiarism (includes copying of Internet material), collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.). Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the University. Since the dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.
MAJOR PROJECTS:
A. THE INTERDISCIPLINARY RESEARCH PAPER (IRP):
The course is designed to enable students to write an IRP. This will occur in clearly defined stages beginning with the IRP Proposal, and will involve group work and mentoring from the Instructor. This paper accounts for one-third of the course grade. Papers that are not turned in at the beginning of class on the due date specified in the Course Calendar will lose one letter grade for every day late. Unless special arrangements have been made with the Instructor in advance of the due date specified in the Course Calendar, papers more than two days (from the due date) late will not be graded and a zero will be recorded.
B. THE PROSPECTUS FOR THE SENIOR CAPSTONE PROJECT (INTS 4391)
A second major purpose of this course is to prepare students for INTS 4391. This preparation involves writing a “Prospectus for the Senior Capstone” which counts for 25 points of the course grade (out of the possible 300).
COURSE WEBSITE:
Consult the website at for course syllabus/calendar and all materials specified in the calendar as “DOWNLOAD;” then click on the INTS 2301 icon.
STUDENTS WITH DISABILITIES:
The University of Texas at Arlington is on record as being committed to both the spirit and the letter of federal equal opportunity legislation; reference to Public Law 93112-Rehabiitation Act of 1973 as amended. With the passage of the new federal legislation entitled Americans with Disabilities Act - (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunity enjoyed by all citizens.
As a faculty member, I am required by law to provide “reasonable accommodations” to students with disabilities, so as to not discriminate on the basis of that disability. It is the student’s responsibility to inform faculty at the beginning of the semester and to provide authorized documentation through designated administrative channels.
INTS 2301 CALENDAR, FALL 2004
PART I: THE INTERDISCIPLINARY IDEA
WEEK 1
1. DEFINING INTERDISCIPLINARY STUDIES
[FULFILLS LEARNING OUTCOME #1]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS8/23 / M / FIRST DAY OF CLASS
Review of syllabus, course calendar, course theme, and student learning outcomes.
ADMINISTER “INTS ENTRANCE
SURVEY”
8/25 / W / 1 / DISCUSSION: ISPI Chapter 1 “What Is Interdisciplinary Studies?” / DOWNLOAD & READ: ISPI
Chapter 1.
8/27 / F / 1 / DISCUSSION: ISPI Chapter 1 continued
WEEK 2
2. THE BENEFITS OF INTERDISCIPLINARYSTUDIES TO STUDENTS
[FULFILLS LEARNING OUTCOME #2]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS8/30 / M / 1 / DISCUSSION:ISPI Chapter 1 continued
9/1 / W / 2 / DISCUSSION:“What Are the Intended Benefits of Interdisciplinary Studies To Students?”
QUIZ #1 Coverage: Units 1 & 2 / DOWNLOAD & READ: UNIT 2
9/3 / F / 2 / Continue discussion of benefits of interdisciplinary studies, and introduce role of disciplines.
WEEK 3
3. THE ROLE OF THE DISCIPLINES IN INTERDISCIPLINARY INQUIRY
[FULFILLS LEARNING OUTCOME #3]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS9/6 / M / LABOR DAY!!!
9/8 / W / 3 / DISCUSSION: ISPI Chapter 4: “What is the Role of the Disciplines in Interdisciplinary Inquiry?”
QUIZ #2 Coverage: Unit 3 / DOWNLOAD & READ: ISPI Chapter 4.
9/10 / F / 4 / Introduction of the course theme, Human Cloning. Explain pairings of essays. / READ:Introduction to Cloning, pp. 6-8.
DOWNLOAD & READ:
UNIT 4
PART II: INTERDISCIPLINARY INTEGRATION
WEEK 4
4. THE MEANING OF INTEGRATION, AND WHY IT IS SO IMPORTANT TO INTERDISCIPLINARY STUDIES
[THIS FULFILLS LEARNING OUTCOME #4]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS9/13 / M / 5 / DISCUSSION: ISPI Chapter 5“What is Integration, and Why It Is So Important to Interdisciplinary Studies?” / DOWNLOAD & READ: ISPI Chapter 5
9/15 / W / 5 / DISCUSSION: ISPI Chapter 5 continued
9/17 / F / 6 / DISCUSSION: ISPI Chapter 6 “The Process of Integration.”
QUIZ #3 Coverage: Units 5 & 6 / DOWNLOAD & READ: ISPI Chapter 6
WEEK 5
5. THE PROCESS OF INTEGRATION
5A. Integration of Two Same-Discipline Sources that Agree
5B. Integration of Two Same-Discipline Sources that Take Opposing Views
[FULFILLS LEARNING OUTCOME #5]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS9/20 / M / 7 / DISCUSSION of essays by Wilmut (Biology) and Dawkins (Science):
(1) Identify disciplinary perspective of each
(2) Identify thesis of each
(3) Identify the main points of each argument.
(4) Identify kinds of sources used to support arguments / READ: Ian Wilmut, “Cloning Can Help Humans and Animals,” 49-53, and Dawkins, “There is Nothing Inherently Wrong with Human Cloning,” 65-73.
DOWNLOAD: UNIT 7 OUTLINES
9/22 / W / 7 / PEER REVIEW OF SYNTHESIS OF WILMUT AND DAWKINS: IDENTIFYING COMMON GROUND
9/24 / F / 8 / DISCUSSION of Wilmut (Biology) and Lester (Biology) essays.
PEER REVIEW OF SYNTHESIS OF WILMUT AND LESTER: IDENTIFYING COMMON GROUND / READ: Lester, “Arguments Favoring Human Cloning Are Wrong,” 31-36.
DOWNLOAD: UNIT 8 OUTLINES
ESSAY DUE:SYNTHESIS OF THE WILMUT AND LESTER ESSAYS.
WEEK 6
5C.Integration of Two Sources from Similar Disciplines that Take Opposing Views
5D. Integration of Two Sources from Dissimilar Disciplines that Take Opposing Views
[THIS FULFILLS LEARNING OUTCOME #5]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS9/27 / M / 9 / DISCUSSION of Wheeler (Christian Ethics) and McGee (Bioethics) Essays
PEER REVIEW OF SYNTHESIS OF WHEELER AND McGEE: IDENTIFYING COMMON GROUND / READ: Wheeler, “Human Cloning Will Distort Parenthood,” 37-45; McGee, “Human Cloning May Fit Into Our Changing World,” 61-64.
DOWNLOAD: UNIT 9 OUTLINES
ESSAY DUE:SYNTHESIS OF THE WHEELER AND McGEE ESSAYS.
9/29 / W / 10 / DISCUSSION of Kass (Ethics) and Dawkins (Science) Essays / READ: Kass, “Human Cloning is Dehumanizing’, 9-17.
DOWNLOAD: UNIT 10 OUTLINES
10/1 / F / 10 / PEER REVIEW OF SYNTHESIS OF KASS AND DAWKINS: IDENTIFYING COMMON GROUND
.
WEEK 7
6. DEMONSTRATING INTEGRATION
[THIS FULFILLS LEARNING OUTCOME # 5]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS10/4 / M / 11
12 / DISCUSSION of Post (Religion) and Pense (Philosophy) essays
GROUP PROJECTS: PowerPoint presentations on Post and Pense. / READ: Post, “The Judeo-Christian Argument Against Cloning,” 26-30. Pense, “Religion Should Not Influence Public Policy on Cloning”, 57-60
DOWNLOAD: UNIT 12
10/6 / W / 12 / CONTINUE GROUP PROJECTS
10/8 / F / 12 / PEER REVIEW OF GROUP PROJECTS AND SYNTHESIS OF POST AND PENSE: IDENTIFYING COMMON GROUND
WEEK 8
MID-TERM EXAM
INTRODUCTION TO IRP
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS10/11 / M / MID-TERM EXAM
REVIEW: MID-TERM EXAM
10/13 / W / 13 / REVIEW: THE IRP PROPOSAL / DOWNLOAD:UNIT 13
10/15 / F / NO CLASS!!!!
PART III: THE INTERDISCIPLINARY RESEARCH PAPER (IRP)
WEEK 9
7. THE IRP PROPOSAL
7A. Presenting a Clear Rationale for Taking an Interdisciplinary Approach
7B. Choosing Relevant Disciplinary Perspectives
[THIS FULFILLS LEARNING OUTCOMES #6]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS10/18 / M / 14
15 / REVIEW: “Assessment Rubric for IRP”
DISCUSSON: “Explaining why the topic requires an interdisciplinary approach.” / DOWNLOAD: UNIT 14
DOWNLOAD & READ:UNIT
15
HOMEWORK ASSIGNMENT:Paragraph explaining rationale for interdisciplinary approach to IRP
BRING TO NEXT CLASS.
10/20 / W / 16 / GROUP WORK:
“Identifying disciplinary perspectives.”
COMPLETE THIS FORM USING ALL OF THE SOURCES ASSIGNED TO DATE. / DOWNLOAD: UNIT 16
HOMEWORK ASSIGNMENT: Identify the three disciplines on which you plan to base your IRP.
BRING TO NEXT CLASS.
10/22 / F / 16 / Continue work on disciplinary perspectives
WEEK 10
7C. Defining the Problem (Writing the Thesis Statement)
7D. Constructing an Outline of Major Points Supportive of your Thesis
[THIS FULFILLS LEARNING OUTCOME #6]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS10/25 / M / 17 / DISCUSSION: “How to Write a Thesis Statement”
Examples of Faulty Thesis Statements / DOWNLOAD: UNIT 17
HOMEWORK ASSIGNMENT: BRING TO NEXT CLASS A COPY OF YOUR THESIS STATEMENT
10/27 / W / 17 / Continue work on thesis statements
10/29 / F / 18 / DISCUSSION: “How to Write a Sentence Outline”
Examples of Faulty Sentence Outlines / DOWNLOAD: UNIT 18
HOMEWORK ASSIGNMENT: BRING TO NEXT CLASS A COPY OF YOUR SENTENCE OUTLINE
WEEK 11
7E. Identifying and Evaluating Sources
[THIS FULFILLS LEARNING OUTCOME #6]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS11/1 / M / 19 / REVIEW: “SOURCE EVALUATION RUBRIC”
DISCUSSION: Identifying and Evaluating Sources. / DOWNLOAD:UNIT 19
11/3 / W / 19 / DISCUSSION: Identifying and Evaluating Sources.
11/5 / F / 19 / DISCUSSION: Incorporating Sources in IRP. / IRP PROPOSALS DUE
WEEK 12
8. WRITING THE INTERDISCIPLINARY RESEARCH PAPER
A. Engaging in Critical Argumentation
B. Elements of an Integrative Conclusion
[THIS FULFILLS LEARNING OUTCOME #7]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS11/8 / M / 20 / DISCUSSION: Engaging in Critical Argumentation. / DOWNLOAD: UNIT 20
11/10 / W / 20 / DISCUSSION: Engaging in Critical Argumentation.
11/12 / F / 21 / DISCUSSION:Elements of an Integrative Conclusion
Examples of poorly written integrative conclusions / DOWNLOAD: UNIT 21
WEEK 13
8. WRITING THE INTERDISCIPLINARY RESEARCH PAPER
[THIS FULFILLS LEARNING OUTCOME #7]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS11/15 / M / IRP PROBLEM SOLVING SESSION
11/17 / W / IRP PROBLEM SOLVING SESSION
11/19 / F / IRP PROBLEM SOLVING SESSION
PART IV: THE PROSPECTUS FOR THE SENIOR CAPSTONE
WEEK 14
9. RELATING THE TOPIC TO STUDENT’S PROGRAM TITLE
10. PRESENTING A CLEAR RATIONALE FOR INTERDISCIPLINARY APPROACH
[THIS FULFILLS LEARNING OUTCOME #8]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS11/22 / M / 22 / DISCUSSION: Relating your proposed topic to your Program Title
IRPs ARE DUE AT THE BEGINNING OF CLASS / BRING A COPY OF YOUR DEGREE PLAN AND STATEMENT OF PURPOSE
11/24 / W / 23 / DISCUSSION: Explaining why your topic requires an interdisciplinary approach.
11/26 / F / THANKGIVING HOLIDAY!!!
WEEK 15
11. IDENTIFYING DISCIPLINES APPROPRIATE TO THE TOPIC
12. IDENTIFYING SOURCE MATERIAL
[THIS FULFILLS LEARNING OUTCOME #8]
MO / DAY / UNIT / ACTIVITY / ASSIGNMENTS11/29 / M / 24 / DISCUSSION: Identifying the disciplines from which your sources will come
12/1 / W / 25 / DISCUSSION: Identifying source material
12/3 / F / PROSPECTUS FOR CAPSTONE DUE. LETTER GRADE PENALTY IF LATE!
ADMINISTER INTS EXIT SURVEY
LAST DAY OF CLASS!!!
1