Summary Page

INTEGRATIVE STUDIES PROGRAM DESIGN

Every student= must complete a total of 44 credits as follows:

Foundations<= /b> two courses (8 credits)

*Thinking and Writing - one course - ITW101

*Q= uantitative Literacy – one course – IQL101

Developing Perspect= ives and Breadth of Knowledge - eight courses (32 credits)

Modes of Inqu= iry

Arts and Humanities– four courses from four different discipli= nes (16 Credits)

*Two courses in the Humanities – IH (dept) 100-4= 00

*One course in the Fine and Performing - Arts IA (dept) 100-400

*One additional course in the Arts or Humanities ̵= 1; IH (dept) or IA (dept) 100-400

Sciences R= 11; four courses from four different disciplines (16 Credits)

*Two courses in the Natural Sciences – IN (dept) 100-400

*Two courses in the Social Sciences – IS (dept) 100-400

Making Con= nections - one course (4 Credits)

Integrating M= odes of Inquiry - Interdisciplinary Studies

*One course in Interdisciplinary Studies – II (d= ept) 100-400

Coding – all codes for courses in the Integrative Studies Program start with an I.

Specific coding     –      ITW - Think= ing and Writing course

= –      = IQL - Quantitative Literacy course

= –      = IA - a course in the Arts, the IA will be followed = by the traditional code for the department proposing the course, for example I= ATAD

= –      = IH - a course in the Humanities, the IH will be followed by the traditional code for the department proposing the course, f= or example IHPHIL

= –      = II – an Interdisciplinary Course, the II will= be followed by the codes for the department proposing the course, for example = IIWS

= –      = IN - a course in the Natural Sciences, the IN will = be followed by the traditional code for the department proposing the course, f= or example INPHYS

= –      = IS - a course in the Social Sciences, the IS will be followed by the traditional code for the department proposing the course, f= or example ISPOSC

Complete Program Description

INTEGRATIVE STUDIES PROGRAM DESIGN

Every Keene State College stude= nt will complete a total 44 credits of as follows:

I. Foundations (8 credits)

Essential Question: How do critical and creative thinking, research= ing, writing and evaluating quantitative information inform scholarly endeavors?=

<= /i>

Thinking and Writing (4 credits)

Students will be able to:=

demonstrate skills and= ways of thinking that are essential for all students as they move through t= he academic curriculum.
write about an issue of special interest to them= by focusing on a creative and complex question, investigating the question with critical analysis of readings, research and data, and using appropriate research techniques in documentation.

Quantitative Literacy (4 credits)

Students will be able to:=

apply the basic method= s of descriptive statistics, including both pictorial representations and numerical summary measures, to analyze data.

use appropriate softwa= re to create spreadsheets, tables, graphs and charts.

read and interpret vis= ually represented data.

distinguish among vari= ous types of growth models (e.g., linear, exponential) and the types of situations for which the models are appropriate.

·        critically read a= nd interpret a quantitative problem.

·        pose a question i= n the form of a mathematical model in order to solve the problem.

·        apply prior knowl= edge to solve a new problem.

II. Developing Perspectives and Breadth of Knowledge (32 credits= )

Modes of Inquiry=

Perspectives Distribution

Four courses in the Arts and Humanities (16 credits) - Courses must= be taken in four different disciplines.

2 courses in the Humaniti= es

1 course in the Fine and Performing Arts

1 course in either the Hu= manities or the Fine and Performing Arts

Four courses in the Sciences (16 credits) - Courses must be taken in four different disciplines.

2 courses in the natural = sciences

2 courses in the social s= ciences

Essential Questions: How ar= e the arts and humanities constructed and defined and how do they change, shape, provoke, and represent our perceptions and our world? What assumptions, methodologies and theoretical constructs define today’s sciences and = how are they used to understand our world?

Perspectives Outcomes:

Students will be able to:=

articulate an understa= nding of representative theories in the natural and social sciences.

explore language use, linguistic forms, and language’s ability to change society and ourselves.

distinguish and assess= the impact that knowledge and methodology in the natural and social scienc= es have on our understanding of self, society and environment.

critically and creativ= ely engage in the aesthetic and intellectual components of the fine and performing arts.

articulate the ways th= at the arts and humanities shape, change, provoke, and represent our world and our perception of the world.

understand and interpr= et diverse evidence about past societies and cultures.

understand how the scientific method differs from other modes of inquiry and ways of know= ing.

evaluate diverse approaches to the study of histo= ry and their relationship to power, privilege and difference.

use and understand the power of mathematics, statistics, and qualitative analy= sis to represent and investigate ideas and evidence, as well as evaluate d= ata dependent arguments.

analyze a creative text within its cultural, aesthetic, historical, and intellec= tual contexts. =

identify the values and concerns expressed in creative works.

&n= bsp;

III. Making Connections (4 credits)

Integrating Modes of Inquir= y

One course in Interdisciplinary Studies (4 credits)<= /p>

Essential Question: How are= the skills, concepts, and values developed across disciplines applied to questi= ons fundamental to today’s interdependent world?

This category provides the faculty with an opportunity to collaborate across traditional disciplinary boundaries in designing and delivering challenging and innovative courses.<= span style=3D'mso-spacerun:yes'> The College supports having a percentage of these courses team developed and te= am taught the first time the course is offered. After the initial offering, facult= y will individually teach the course for a minimum of three semesters over a perio= d of three years.

Interdisciplinary Outcomes

  &nb= sp;   Students will be able to:

cross disciplinary boundaries to reveal new patterns and connections that reframe knowled= ge.

analyze the assumption= s and actions of society from multiple perspectives.

examine national and international issues through artistic, philosophical, cultural, scientific, technological, economic, social and political lenses.

assess their own roles= and responsibilities as members of diverse communities.

Skills Outcomes

Reading

Wri= ting

Inf= ormation Literacy

Cri= tical Thinking

Cre= ative Thinking

§ Identify contextual issues (author, date of publication, etc.)

§ Read with = an awareness of purpose

§ Identify g= oals to focus attention

§ Ask questi= ons that lead to greater understanding of material

§ Select information relevant to a purpose

§ Demonstrat= e the ability to summarize and identify key points

§ Demonstrat= e an understanding and ability to relate discipline-or in= terdiscipline specific information to theories presented in a course<= /p>

§ Write with purpose

§ Write for = an audience

§ Organize, = state and develop ideas clearly

§ Write with syntactical and grammatical competence

§ Understand= and value academic honesty

§ Write with= an organizational schema

§ Ask questi= ons that lead to a richer product

§ Incorporate research appropriately

§ Write with authority

§ Cultivate disciplinary and interdisciplinary expertise necessary to question source= s, develop ideas, and offer interpretations

§ Develop co= mplex positions or arguments through writing

§ Identify g= eneral kinds of information available in Mason Library and at KSC

§ Find a bro= ad array of informational material both physically, in the stacks, and on electronic sources

§ Evaluate usefulness and reliability of information and sources

§ Incorporate information into written work and oral presentations

§ Properly c= ite sources

§ Identify discipline-specific scholarly sources within and beyond KSC

§ Utilize discipline-specific resources in order to find information

§ Evaluate sophistication of sources for potential information appropriate to task

§ Develop research (paper or project)= using information appropriately

§ Demonstrat= e the ability and willingness to approach a particular idea, problem, task, or = goal from multiple perspectives

§ Ask sophisticated questions when engaging an idea, problem, task, or goal

§ Analyze and interpret evidence, conjectures, and alternative strategies related to a given idea, problem, task, or goal

§ Gather evi= dence, formulate conjectures, and implement alternative strategies related to a given idea, problem, task, or goal

§ Analyze and interpret arguments made by oneself and by others to formulate and defend= a conjecture or thesis

§ Synthesize information, arguments, and perspectives in order to create new meaning, insight, and understanding

§ Develop analytical arguments

§ Apply crit= ical thinking to important ethical and societal issues and problems=

§ Acknowledg= e and develop both insight and perspective

§ Use novel = ideas, perspectives, or solutions when engaging with a problem, task, or goal

§ Engage a problem, task, or goal with sustained effort over a period of time

§ Use multip= le models or representations of ideas

§ Express pe= rsonal ideas, points of view, or feelings and bring those to a product

§ Invent and re-apply ideas

§ Confront questions with multiple answers

§ Form new combinations of ideas

§ Reframe ne= w ides (metaphors, analogies, use of models)

§ Consider d= iverse points of view in order to reconstruct them imaginatively, emphatically, = and accurately

§ Demonstrate open-mindedness and flexibility in thinking

§ Create new= uses for existing patterns or structures

§ Go beyond standard schema when investigating a problem

§ Solve unstructured problems

Cri= tical Dialogue

Tec= hnological Fluency

Qua= ntitative Reasoning

§ Organize w= hat one wishes to convey

§ Speak with purpose when conveying thoughts/ideas

§ Avoid “fillers” (uh, you know, like) when conveying thoughts/ideas<= o:p>

§ Develop the skill to use emotional involvement as a tool of respectful engagement with the listener

§ Meet allot= ted time guidelines

§ Project vo= ice so all can hear

§ Use langua= ge appropriate for the audience or other discussion participants<= /span>

§ Demonstrate thoroughness of research and effective preparation in making a formal presentation

§ Engage the listener through verbal and non-verbal behaviors

§ Demonstrat= e an awareness of the listener and the response of others to what is being sai= d

§ Use paraph= rase or restatement in responding to a listener

§ Demonstrate active listening in order to avoid disengagement with the speaker

§ Maintain f= ocus on the content of the presentation, regardless of the speaker’s sty= le of delivery

§ Demonstrate appropriate nonverbal behaviors (attention, engagement)=

§ Practice listening objectively

§ Recognize emotional involvement while listening

§ Practice m= ental engagement with the speaker in order to formulate thoughtful questions ba= sed on conversations and presentations

§ Make notes regarding key points in order to question or respond effectively

§ Use email = to communicate with classmates and professors (successfully sending, receivi= ng, and manipulating a variety of file-formats)

§ Use Intern= et search techniques and engines with discrimination to find resources and information

§ Format text documents, including academic papers, using an approved style<= /span>

§ Use approp= riate presentation software to deliver a formal presentation<= /p>

§ Use a data= base and/or spreadsheet to access and set up information

§ Use an information management program (e.g., SPSS, e-portfolio, institutional repository) to organize, interpret and convey ideas

§ Employ com= puter media (visual images, sound, graphical displays, etc.) as appropriate in academic work

§ Use an arr= ay of numerical manipulations to interpret basic information<= /p>

§ Read and interpret graphs, charts and tables in common media

§ Analyze the relationships between two variables

§ Use the ba= sic measurements of statistics

§ Use symbol= ic expressions to represent, convey, and interpret relationships among varia= bles

§ Develop and apply appropriate quantitative-oriented problem-solving strategies <= /o:p>

§ Read and interpret graphs, charts and tables in discipline specific media

§ Perform si= mple data analysis, both numerical and graphical

§ Draw concl= usions and inferences supported by own data analysis

§ Critically evaluate conclusions and inferences drawn by others based on data present= ed as support

Foundations<= /b> two courses (8 credits)

*Q= uantitative Literacy – one course – IQL101

Developing Perspect= ives and Breadth of Knowledge - eight courses (32 credits)

Arts and Humanities– four courses from four different discipli= nes (16 Credits)