BLS 300: Introduction to Interdisciplinary Studies

The University

Instructor, Dan Jacoby

Office, UW1 Room 330

Phone, 425.352.5365

e-mail, jacoby@u.washington.edu

webpage, http://faculty.washington.edu/jacoby/BLS300

Description: There are many faces to any university and students typically see but one. While students have often heard the phrase "publish or perish," it is frequently not clear what relevance that phrase has to their learning. Yet, the university--some refer more broadly to THE ACADEMY--occupies a central place in the life of modern society not merely because it educates, but more so, because it carries on the traditions of scholarship. Those dusty traditions define the disciplines to which a college introduces its students. While students usually experience these disciplines as a distinct body of knowledge, faculty frequently participate in disciplines as activists in the construction of knowledge. For students, subject fields often appear as already fenced off, well tilled and impervious to their industry; whereas scholars perceive disciplines as a fertile terrain yielding new possibilities. These different outlooks set in place a lively battlefield between the interests of faculty, the genuine quest for truth, knowledge and beauty, and the legitimate aspirations of students.

Goals: This class attempts to accomplish a number of objectives.

A. This class initiates you into a world of interdisciplinary studies by providing a basis for understanding a few of the dimensions inherent in both disciplinary and interdisciplinary work.

B. Trite as it may sound, the class provides opportunities for values clarification. You may find yourself musing, Why am I here? What does science or the humanities have to do with me? Isn't there any other way to prepare people for life? If you do ask these questions seriously, and if you listen to your own answers, you will find yourself richer and more capable to wisely choose what you will do next.

C. Finally, this class provides opportunities to work on skills essential to your success in this program, and beyond. These skills include writing, critical reading, research, quantitative analysis, and collaborative work.

Specific Objectives and Class Grading:

i. The first objective of this class is to learn to read difficult texts carefully. Thomas Kuhn's The Structure of Scientific Revolutions is a classic work of history, philosophy and science. It is much discussed, but seldom read. Your mastery of this short, but difficult book will impress a rather large number of academics…though it is true that those outside of academia will have scant appreciation of your achievement. However, if you pull this off, you can pull off almost anything. We'll read it slowly and each day we will spend 15 to 30 minutes discussing a single chapter. You can demonstrate effort to read carefully both through in-class discussion and through thoughtful posting in your journal (postings may include questions comments, rants or homages). Convincing efforts will net you 20 points. You may earn up to an additional 10 points by writing a short final post in your journal demonstrating that you understand why your were assigned to read this book.

ii. The second objective is to learn to read and report accurately. While I am ultimately interested in having you learn to read, write and think critically and creatively, to do that you have to be able to represent other people’s ideas. Accordingly, I will give you three opportunities to write 100-150 word abstracts. This exercise requires you to follow a concise formula. (MaximumTotal 15 points)

Heading: Title and Author of work abstracted.

First Sentence: As precisely as possible indicate the author’s

main idea or thesis. Avoid vague terms like, “the author

describes,” or “the author provides a history.” Instead,

tell exactly what you think the author is trying to get

across. Avoid mentioning yourself (i.e, “I think Smith

is saying”) or the author or the title (i.e., In the Knowledge factory, Stanley Aronowitz argues”).

First or second sentence: Defines the type of writing author the author uses. Is this a history, a statistical analysis, an interview, an augmentative essay, a theoretical treatment, etc.

(e.g. This analysis of a1985 survey of California physicians shows…)

Each sentence thereafter establishes the most important points or the main lines of evidence used to support the authors' thesis. Be As specific as possible. (e.g., the National Labor Relations Act prohibited company unions, making it more difficult to managers to encourage employee participation in decision; or, Women in 10 of 12 occupations surveyed earned 20% or less than their male counterparts). No conclusion is necessary as the thesis is also the conclusion.

iii. The third objective is to learn show how ideas can talk to with one another. This is a crucial element in critical thinking. You will have two main assignments to accomplish this.

a. Working with at least two students you will design and act out a short skit, no more than 5 to10 minutes long, using characters from one of the films we watch and an author from one of the works we read. You will see an example of this when the actors from UWonCUE come to class April 25th. Your skit will receive 0 or 15 points. To receive credit, you must stay within time limits and succeed in defining your characters in such a way that they personify a major idea from the works you encountered. Beginning May 7, we'll do two to three skits a day in class. 5 bonus points awarded to the best skit each week.

b. The skit preludes your critical review of Stanley Aronowitz' The Knowledge Factory. Unlike your skit, this essay will not involve dialogue, but will instead require you to identify one significant as presented by Aronowitz and then to use ideas from one or more of our readings to reconsider his text. Merely to provide a few examples, you might consider whether Kuhn would find Aronowitz' work a paradigm shift, or how Bloom would argue over the nature of the great books to be included in a college curriculum, or whether Wilson would argue that Aronowitz overemphasizes social science and/or the humanities. The essay is worth a maximum of 50 points, 5 of which will be earned by submitting a paragraph or two outlining ideas for a final project.

iv. The fourth objective is to use quantitative techniques of analysis and reporting. You will have a chance to work in groups to develop a hypothesis about student learning or motivation and use survey data to test that hypothesis. In writing up your results you will display your results visually as you also write up a short report that includes the following sections: introduction, hypothesis, research methods, results, conclusions (this last includes a discussion of the limits of your findings as well as suggestions for future research). 25 points.

v. The final objective of the class involves writing reflectively. To accomplish this goal you will write several short essays, some of which will be graded credit/no credit.

Day one. Ungraded in-class assignment. What memory dominates your thoughts about your own education?

Day two: At home rewrite your reflection and talk about its significance to you as a learner or student (make two copies). (25 points)

Final Class: In light of your readings and experiences in this class reflect on your earlier essay to consider how you intend to use your studies. (25 points)

vi. If the class gets a little too serious, it is your responsibility to remind me that learning should involve fun.

Summary of Grading

Assignments Points Due Date C/NC/G

Objective I Daily postings/discusions 20 points (due 6/8) c/nc

Final Discussion of Kuhn 10 points (6/8) c/nc

Objective II Abstract # 1(on Bloom) 5 points 4/11 c/nc

Abstract # 2(on Wilson) 5 points 4/25 g

Abstract # 3(on Hecker) 5 points 5/21 g

Objective III Skit 15 points (5/25-6/4) c/nc

Ideas for Review 5 points 4/30 c/nc

Aronowitz Review 45 points (6/6) g

Objective IV Quantitative Analysis 25 points (6/4) g

Objective V Initial Reflection 10 points (4/3) c/nc

Final Reflection 25 points (6/10) g

Total Points 170

Grade Calculations

160-170 A (3.6-4.0)

135-159 B (2.7-3.5)

110-134 C (1.7-2.5)

85-109 D (0.7-1.5)

under 85 F (0)

85 points are graded points (g)

85 points are credit/no credit points (c/nc)

What letter grades for writing assignments mean:

A Clearly superior writing demonstrating subject mastery and a well- reasoned, interesting and informed perspective.

B Fine writing that has few substantial problems. A clear thesis and an appropriate use of material.

C Adequate writing, which nonetheless demonstrates one or more substantial problems. Such problems may involve inadequate mastery of sources, weak development, or poor writing.

D Writing with multiple difficulties.

F Perfunctory work.

Policy on Plagiarism:

According to the Heath Handbook, “If you fail to distinguish between your own words and thoughts and those of your sources, you mislead your reader into assuming that everything in the paper is your own work. Passing off the language or ideas of someone else as your own is a serious violation known as plagiarism” (13th Edition) p. 435. For a good discussion on how to avoid plagiarism (inadvertent plagiarism is, perhaps, our most frequent problem) read the Handbook from page 435 to page 446. Inadvertent or not plagiarism by a college junior or senior is inexcusable. You must learn to quote, paraphrase and attribute sources appropriately. You must also be able to distinguish between common knowledge and borrowed ideas. It has become necessary to adopt a policy that places the burden of responsibility for detection upon the student. Regrettably, suspicions may be aroused where no violation has occurred. In some instances, the student may regard faculty suspicion as an indication that a paper has been written at a more sophisticated level than is typically expected of undergraduates. Students suspected of plagiarizing will be given a week to produce the source materials they used to write their papers. Inability to produce sources or evidence by instructor that the student has inappropriately used the work of others and will lead to a failing grade.

Daily Schedule

WEEKS	Date	Kuhn	Other Readings	In-class	Assignment
Week 1
	1-Apr			Jeff Kempe
	3-Apr	Ch 1	Educating Rita	Becky Reed	Essay on memories
Week 2
	9-Apr		Educating Rita	Film
	11-Apr	Ch 2	Bloom, The Student and the University		Abstract 1
Week 3
	16-Apr	Ch 3	Dinesh D'Souza, Illiberal education	Becky Reed
	18-Apr	Ch 4	Bowen and Bok, Looking Back, Long views of College
Week 4
	23-Apr		Wilson, Back from Chaos	Film: Oleana	Abstract 2
	25-Apr	Ch 5	Wilson, Wilson, Back from Chaos	UWonCUE
Week 5
	30-Apr	Ch 6	Wilson, Ch. 4 Natural Sciences	Jeff Kempe	Ideas on Aronowitz
	1-May	Ch 7	Smith, The Social Non-sciences	Jeff Kempe	Aronowitz Review Findings
Week 6
	7-May	Ch 8	Wilson, Ch. 11 Ethics		Paragraphs on Aronowitz
	9-May		Berry, Life is a Miracle	Film, Wit
Week 7
	14-May	Ch 9	Berry, Life is a Miracle		Skits begin
	16-May	Ch 10	Wilson, To What End?
Week 8
	21-May	Ch 11	Hecker, Returns fo Male and Female College Majors		Abstract 3
	23-May	Ch 12	Bowen&Bok, Academic Outcomes	Computer Lab
Week 9
	28-May	Ch 13	Dewey, Vocational Education	Computer Lab
	30-May		Aronowitz II	Comp. Lab
Week 10
	4-Jun	Postscript			Quantitative Analysis Due
	6-Jun		Jacoby, Authority and Education	Jeff Kempe	Aronowitz Review Due
	8-Jun				Notebook, Kuhn and Final Reflection