Marquette often divides disciplines and compartmentalizes knowledge. Nevertheless, it seems all classes intersect and the skills gained transcend any specific discipline.

Marquette preaches a Jesuit liberal arts education; the core sets the foundation for cross-discipline studies, but often fails to live up to its potential. It seems these values do not readily transfer into the practices and language of students and faculty.

We need to explore the system of major stratification and what can be done to make connections between disciplines.

By Kirsten BlaggMarquette Univeristy: ENGL 3210

• Increase funding and directly fund interdisciplinary programs rather than allocate funding through traditional departments

• Restructure the core of common studies to foster cross disciplinary dialogue and communications by:• Creating a question centered core that

crosses disciplines, promoting a transition from a discipline based education to inquiry based education

• Consciously engage with and utilize different discipline based methods in various classroom settings

• Create an Interdisciplinary Center to facilitate students needs and deal with complications that arise as students engage in interdisciplinary learning

• Marquette attempts to create an academic atmosphere which values cross-disciplinary and interdisciplinary knowledge through it’s language and curriculum.

• CheckMarq divides core classes according to the liberal arts value they represent: Examine the World, Engage the World, and Evaluate the World.

• Marquette vision statement reads:

• CheckMarq. Marquette University, PeopleSoft, n.d. Web. 22 Apr. 2013. <http://www.calvin.edu/library/knightcite/index.php>.

• "Undergraduate Majors and Minors." Majors and Programs. Marquette University, n.d. Web. 22 Apr. 2013. <http://www.marquette.edu/explore/majors.shtml>.

• "Marquette University Vision Statement." Our Mission. Marquette University, n.d. Web. 22 Apr. 2013. <http://www.marquette.edu/about/mission.shtml>.

• Fractal Art. Carleton College. Web. 22 Apr. 2013. <http://serc.carleton.edu/cismi/itl/computation/index.html>.

• Boix Mansilla, Veronica, and Howard Gardner. "Assessing Interdisciplinary Work at the Frontier: An Empirical Exploration of “Symptoms of Quality”." Harvard Graduate School of Education (2003).

Research Questions:How and why does Marquette divide disciplines and

knowledge?

What impact does this have on Marquette’s core and major curriculum and the students enrolled?

Where is interdisciplinary teaching and research currently happening at Marquette? Is it effective?

• Content Analysis of CheckMarq’s search functions and class descriptions

• Content Analysis of Marquette’s Major’s Webpage with particular attention paid to undecided, multi-interested and interdisciplinary studies

• Examination of Marquette’s Mission and Goals to understand its academic vision

• Four Interviews with Students determined approaches to academics, the core and major curriculums

• Interview with Dr. Amelia Zurcher, honor program director, professor of English and Women and Gender Studies, focused on her experience and push for interdisciplinary programs

• Examination of Spending for interdisciplinary programs

• Scholarly Research fueled an explanation of patterns and filled a larger picture

Valuing a holistic Jesuit Education

• In CheckMarq, every class is categorized, labeled, and defined by discipline.

• The language of students, advisors, and faculty remains clearly divided according to discipline, despite the core’s emphasis on cross-disciplinary skills.

• Core requirements fail to integrate with other core classes and major requirements.

• Students determine requirements and priorities are based off discipline divisions.

• The core curriculum carries a “have to” language among students who separate classes via discipline.

• Marquette allocates money and resources to established departments often undervaluing programs that do not belong to one department.

• Interdisciplinary faculty are brought in and answer to a traditional department.

• The majority of Marquette’s interdisciplinary work is done by individual faculty and graduate student research.

Discipline Centered Divisions

Effects on Student’s Experiences

• The significance placed in the subject name and area of knowledge shapes the language, expectations and enrollment of students.

• Administrative discipline distinctions transfer to the language of the students and often, cause students to view skills as discipline specific.

• Students’ priorities and focus seem to be defined by Marquette’s divisions, limiting students’ experiences and opportunities.

• Approaches to and understanding of issues and experiences becomes stifled when students fail to transfer knowledge across disciplines.

• There is little space, both administratively and instructively, for students to engage in discussion across disciplines causing a limited understanding of methodology and problems.

I think that just the fact that is you look back in history you see a lot of philosophers were pretty famous scientists too. It just shows that they are related, if you can go about how you think in philosophy that can also be useful for scientific thinking. Because what we learn to do, we solve problems and learn new concepts reactions and all of that. The ultimate goal of that is to learn and study new things.

Sarah – Marquette Sophomore

kirsten.blagg@marquette.edu

We must reach beyond traditional academic boundaries and embrace new and collaborative methods of teaching, learning, research and service in an inclusive environment that supports all of our members in reaching their fullest potential.

Marquette’s Mission and Goals Webpage

I can write a lab report, I really can. English papers not so much. I have been putting off this ethics paper all weekend. Because I just can’t. There is something about it, a mental block. It is just the stigma that goes with writing an English paper.

Emily – Marquette Sophomore