Introduction (from Grant)o Add section about major claims

Research Questions Key Words Methods Findings

o Preview o Student

All decided freshmen year – even those who would later change did not begin as undecided because they felt they had to be productive and that productivity was career based.

Career focus Students want to be career ready, but fail to see that

employer want well rounded individuals Where I suppose you can argue that you don’t have as

much knowledge, but when it comes down to how people judge me as a chemist they will not care how I did in philosophy.

I just don’t see the practical application for what I am in my life because when I am testing someone’s DNA, am I going to need to know what Aristotle will think. I am not going to need to know that”

But then we also say come as an account get everything you need and go and become an accountant. That is not transformative. Not that there is anything wrong with being an accountant, I don’t mean to wail on that I think it is a great profession, but I mean the great thing about going to Marquette and being an accountant is that you get this liberal arts education.

Student language regarding the core still does not have the langague of the administrative section – is still viewed and theo and phil – no attention to the values – this is seen from the language of the teachers

Core is a have to language of check boxes that is seen as separate from the main career, discipline based goal.

“I took them to fulfill my core. Especially philosophy. …I just don’t see the practical application for what I am in my life because when I am testing someone’s DNA, am I going to need to know what Aristotle will think. I am not going to need to know that”

Um, I am going to be honest I did not enjoy that class very much. But, I understood where it was good for thinking and what its usefulness was, but I think seeing it as just a class I have to take and not as one I want to take kind of destroys the experience of it.

We have to make space for passion and creativity in our core we just have to make space for it. Yeah I just so strongly believe that and that means making space for interdisciplinary and it means telling students that is valuable to be creative and passionate over and over again I think we are telling them it is valuable to do what you need and if you really care about something just do it later. And to me universities are places where you are looking, your biggest goal here is to find what you love and do it really well. How can you do that if all you are doing is checking off boxes.

Anything outside of discipline is seen as lesser importance in

comparison with discipline requirments Title of classes effects those enrolled and the expectations and thus

outcomes of the classes How do you decide what classes are for your major and

what are not? E: I mean they are pretty obvious because they are labeled chemistry. And my major itself they have mapped it out pretty well when we take what and what we do because they are so sequenced, it is no secret when you take stuff. The requirements make it so you have to take it in a certain order.

Look for classes and priorixe according to discipline – this excludes classes that may have connection to their goals but remain hidden due to the compartmentalization of diciplines

I think I defiantly treat it in a different way then I do my other classes. Like if I am working on homework I am going to do chemistry first because that actually matters. Whereas my core is like well I have to write this paper, but that is not as important. We will get there. It is defiantly not going to be the first thing on my mind.

Why do you prioritize chemistry as what I have to do and as what is important? E: I think it is because I label chemistry as my major I look at that as something I absolutely need to know and if I do not learn this then I am going to be badly impacted in the future. Whereas, if I am not as on top of the game for philosophy it does not really matter in the grand scheme of my life. Where I suppose you can argue that you don’t have as much knowledge, but when it comes down to how people judge me as a chemist they will not care how I did in philosophy.

Well the first thing that I do, I look at my major track and look what is next in my sequence because that is the class I absolutely have to take, especially because they are sequenced they are only offered ever other semester. So, if

I do not take it then I am in lots of trouble. So that is always my first priority. Then usually after that I work to see if I can schedule any French classes in, which, especially since the French major is not very large at Marquette is also an issue. And then after that I usually try to work in my core requirements.

K: When you are picking classes how do you decided what is important? E: The ones they tell me I have to take for my major. All my choices are geared towards that.

Division also effects ability and they are not seen as able to transend diciplines

“I mean you have like a two page paper that you do not call papers. I mean we have lab reports, but that is not English writing… people would not classify it as English writing. Because you are just writing down your facts and your data, you are not analyzing. I feel like for English you have to analyze something.”

I can write a lab report, I really can. English papers not so much. I have been putting off this stupid ethics paper all weekend. Actually, since last weekend because it was suppose to be due last week. 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 and like routinely having done better on lab reports than English papers give you the difference in confidence. Like, oh yah, I can do a lab report, I know what I am doing. Whereas English papers I get crappy grades all the time because I do not know what I am doing.

Also the other side -- Well one thing is that I write lab reports all the time and I have also had to peer review and grade them. You can tell the people that have had more outside classes because they are written a lot better when they are not just engineering or science people that they have the diversity they can write better. It is noticeable.

Methodology is a major point Well my major defiantly lends itself to a certain work ethic.

I don’t exactly know how to explain that. The way you sit down and get stuff done there is a certain way you go about it. …E: The way I study stuff and the way I go about doing my homework. There is a certain method to it. … I think that my major is more of a problem solving type of approach. The way you go about problems. I think it would be different from more art centered focuses, but you

definatly have a method and you go step by step through problems. So, say I am writing a lab report there is a method to how I write my lab reports and I go through that method every time I write a lab report. I do not really deviate from it.

Has to pile extra on top – core and other not seen as a part but a extra -- My classes for chemistry are very sequenced and have very long labs that can make scheduling difficult. So, when I go to schedule I have to put the core in around that and that makes everything more complicated. Especially with these third level where there not as many of them to schedule and I am already trying to schedule that on top of classes that have only one core offering.

My main problem is really that I can only fit so much in a day. Having to study for a test in chemistry or write a lab report I honestly am not going to write a paper for philosophy when honestly, I really do not care about the subject at all. I think it is good to give the variety but it gets to the point where it is just in the way.

Honestly a lot of it depends on my requirements. Freshmen year, along with my first semester of sophomore year was a lot of my core. But now I am doing more majors classes. So, first it is requirements then it is how can I fit this into my extra schedule. Then it is if I like this course of not like this course.

Students wants versus the reality of time – admin makes it so classes do not work together and build but instead they are additional – leading to students who want to be between diciplines struggle due to time and effort concerns

I think it is manageable, but maybe not ideal. I think if you maybe took off one requirement for philosophy and theology it think it would be much more manageable and ideal. I think, I like the idea of having the core, obviously we go to a Jesuit school I understand the idea of having a theology course. I think that philosophy has a lot of practical uses in a bunch of different fields, but I think when you are required to take nine credit hours of each and you already have a really tight schedule it just becomes a problem.

I think it does but I think it is parcilaly because I am learning what my tight schedule allows me to learn. I means I guess with Marquueete schedual. I mean if I wanted to take a lot of classes for fun I would have to get up something lie a major or the honors program or something. If I wanted to like take a random dance class or

take like I don’t know stuff like that. So I guess it depends if you want something like that.. or yeah

Found that many students do want to transend diciplines – many

have multiple majors I have found that there are many connections between classes and

idea – other students have as well, but the methodology and the language still keep them separated.

Well, while I think that the sort of work ethic and stuff you learn in the other classes is god, lets be honest, being able to titrate something is not going to be able to help you write an English paper or work with people. And speaking French not necessarily going to help you out in certain areas. In calculus, it is pretty obvious where that one will apply. But, they are good for everyone but what you do in them in not necessarily applicable in many fields.

They are different and expect different things out of you. Part of it is I am different levels. I am in a 4000 level Crim class and am in intro to biochem and intro to anatomy. So it is very different like work wise. But I like don’t know because it is the first semester I have worked with it.

See the connection between classes I think it is applicable to approaching life in general. I think

that just the fact that is you look back in history you see a lot of those philosopher were pretty famous scientists too. It just shows that they are pretty related and I think that if you can go about how you think in philosophy if you go ahead and think like that, 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 and that is defiantly along the same lines as philosophy.

Diversity is good Sometimes I just think the diversity of the material is good

just separate your brain from always being in science mode or always being in art mode. Cause when you stay in science world for too long it kind of effects how you write, how you approach different things. But when you have the variety your brain just kind of thinks in different way and makes what you do better, I think.

We need people in certain degrees that have a certain knowledge, but I also don’t think you need these scientist robot people who all they know is science. They cannot communicate with people and all they know is science because they were prepared from birth to do science. I do

not think that is good either. I think as a person you need the variety.

Umm. I think on the whole to core is good because it forces you to take classes that you normally wouldn’t. I thought is was good to take the English and Theology courses even though I did not like all of them. I thought it was good to review that other information and see it from different perspectives going from a high school course to a college course.

o Faculty Faculty with in the core do not approach the classes as the

questions and inquiry values that they are labeled as under requriments, but maintain clearly within their discipline.

Faculty also shape classes around the expectations and method that accompany the discipline that they have choose to employ

K: Compared to the mission statement. I found that this mission statement we want good thinker, here are you career options Z: We are being pushed to do that more and more because that is what students want. Well students want what we teach them to want. I mean not totally, but if we have values we need to share them and teach them.

. Differing approaches – though that is good

It is definitely the professor in part. I mean in like anatomy we have like six exam and lab exams. Then in my forensics class and we have three exams and than includes the final. Then we have one short paper. Like just work load wise it is a lot intense I feel like and hard memorization and more conceptey.

Of course when you are in one huge historical channel and someone else is in a different historical channel you don’t even realize how different they are until you talk to each other. Just like if you are from the United States and you go to, say, Cape Town, yeah we are all people, but we come from totally different traditions so as we talk we will start to see how profoundly different those traditions are. And I think when we get together and talk about how different those are, the first thing we really feel when we really talk is the profound difference. So I would not say that, I mean I would say it is all institutions and that those differences, those methodological differences should be there, but that doesn’t mean that we can’t talk across them. Just like it does not mean that I cannot talk to someone in Africa and that I would not learn enormous amounts from my trips to Africa and that if I am going to solve problems I am going to need to put together lots of different disciplines to do it.

And that is really what I think is like, if we can really get to, you know about this because I have already gone off on this, but I think if we can get to inquiry based education instead of discipline based education it will be much easier to get interdisciplinary.

Similar Problems as with students in the question of methods and

the knowledge that needs. . One of my biggest interdisciplinary experiences was when

I was a fellow at the Newberry Library in Chicago, so there were like six or seven of us and we met every Monday do have a fellows discussion to share our paper. It is amazing, and this goes back to my graduate work, but everyone has their methodology and everyone else’s methodology is wrong and they don’t mean to. They all come in excited about interdisciplinary, but by the end they are all so frustrated. It is like if they are a historian, where is the quantitative data. I am not doing that. It is really interesting when people really get into interdisciplinary how hard that actually is. And I think what makes that so hard is that you have to know that other persons methodology as well as you know yourself. And if you are doing a tri-disciplinary thing then you really need to have a lot of experience in the disciplines and people don’t actually. They just think it is really cool to get in insights of someone else. You can bang up against them, but you don’t meld. So, I think at Marquette there is two different issues one is interdisciplinary scholarship and one is interdisciplinary teaching and they are not the same thing.

I believe in them. I think that they are. I think when you look at methods you can see 500 years of history just develop. And I do not think we would have these sets of methods. Partly I think they depend on our ideological assumptions. They also depend on how knowledge has developed and that is part of ideology. And they just are history. They are living history and so of course they are huge and I think we often underestimate them because the methods I am working in have been developed over 250, they go back to Quintilian and Virgil. Yeah so, I’ve, I breath that stuff. Of course when you are in one huge historical channel and someone else is in a different historical channel you don’t even realize how different they are until you talk to each other. Just like if you are from the United States and you go to, say, Cape Town, yeah we are all people, but we come from totally different traditions so as we talk we will start to see how profoundly different

those traditions are. And I think when we get together and talk about how different those are, the first thing we really feel when we really talk is the profound difference. So I would not say that, I mean I would say it is all institutions and that those differences, those methodological differences should be there, but that doesn’t mean that we can’t talk across them. Just like it does not mean that I cannot talk to someone in Africa and that I would not learn enormous amounts from my trips to Africa and that if I am going to solve problems I am going to need to put together lots of different disciplines to do it. And that is really what I think is like, if we can really get to, you know about this because I have already gone off on this, but I think if we can get to inquiry based education instead of discipline based education it will be much easier to get interdisciplinary.

Desire to engage cross discipline I know some philosophy professors who are really excited

about teaching an ethics class with a scientist. And why wouldn’t we that is what everyone is doing now.

Faculty’s struggles with authonomy in the classroom if have to share methodologies and teaching with another professor

University provided no incentive. Value is placed on research not on exploring new teaching

methods Faculty key to students

So party it was picking faculty who are, I mean this is a kind of round about way of getting at your question but, get into method and are self-conscious about method. People who don’t want to be self-conscious about method and just do it this way because I do it this way that doesn’t work for interdisciplinary at all. And also faculty that are broad minded and interested in lots of things. Which is how I hope my students will be.

And our job as teachers and educators it to help students make connection. I mean, I really think that like if I am teaching something I need to help students see what is in it for me. Not just in terms of using it to make money, but why do I care about it. If I can’t show them why it is important where I stand, do you know what I mean. I feel like education is building a bridge. It is a lot like interdisciplinary it is building a bridge. It is not just like I am standing over here and you all have to come to my island.

Faculty for current interdisciplinary studies are still subject to their home deparments and are pay through and answer to already established departments.

o Administrative/institutional Majors Page – audience for perspective freshmen

Seems that then the audience of the page is not current students, but prospective freshmen

o Then the content is not geared toward students who do not understand the majors and are just looking for general outline of Marquettes programs and opportunities

o Has links to schedule a tour and apply here Majors Page – Career is the perdominatly listed and seen as a key

reson for choosing a major– career driven goals Majors Page – Listing of classes needed to be taken – start in first

semester on a track that is clearly laided out – little room for error Conflict with requirement not till registration for Junior

year – yet the reality forces early decision.

Within the core courses are not divided according to discipline, but instead according to value – each has multiple classes that can be taken that crosses disciplines

Here the divisions of requirements are not initially placed under what subject they are but by the liberal arts value they are supposed to convey to the world.

o Examine the World, Engaging the World and Evaluating the world

o This is different from the search for classes The tabs then expand to list the specific requirements

o These are more defined to areas of knowledge Mathematical reasoning instead of math

This is not only MATH courses but also containe ARSC and COSC

o The Core it seems attempts not to be defined by class

This may only be a part of the ability to organize by a different means – not have to create a name and use that alphabetically but use larger domains of knowledge

Knowledge is placed in boxes within boxes Vision statement – cura personalis and work beyond traditional

values I think it fosters idea the whole person depending what

major you are in. I think that some people are forced to do a little more towards this than other people are. Like, if you are in college of Arts and Sciences, this is really important,

but apparently you are in the college of engineering that is not important any more… I think part of it is just the norms of the major itself. Like, people expect engineers to be doing engineering things and not philosophy and theology. It is just so of a college in general thing.

I think it is to be incredibly important. I think that one of the few things I approve of in a Jesuit education is caring for the whole person is one that is admirable and one that is lacking in too many of our university settings. If you go to MSOE down the street you are not going to take, you know, two English classes and philosophy classes, which are incredibly important no only in creating a person, but I creative values of which a person to live by in there profession in the future. An engineer or a doctor has great potential to produce money for themselves. I cannot find a way that would be ethical unless you knew what you were doing in life and why you were doing it. I don’t think someone should be a doctor or an engineer because they want to make money. Umm.. So I feel that the requirements that they utilize in humanities courses aims in at least providing a forum to become more ethical.

I see a lot of that reflected through my service learning obviously and through all the volunteer opportunities that Marquette has. I am a part of the Dorothy Day so that is obviously a big part of it. But I do not see it so much in the classes themselves. I think that some teachers tend to focus on it more if you are in a theology or philosophy class. On the whole I don’t know how much I really see it

Focus and emphasis place on the core as a place of common study for the good of a well rounded person.

In some ways I kind of like that the liberal art background separates this college from other college experiences. Because I know I could go to a state school and just get my straight up chemistry maybe take a couple English classes and I would get my degree. I could do that at any state school. Whereas the liberal arts education is kind of a unique thing that I may not get at just any school.

I think that one of the things that is most exciting about Marquette’s potential is that the faith based inquiry, which is the reason that people come here. When it starts connecting to other kinds of inquiry. So Jamie is from theology and Johnny is from physics. To me it just seems like that is so exciting thinking about faith based inquiry in relation to ethics, thinking about it in relation to science. That is something that Marquette can do that a lot of other places can’t do because they don’t have theology

departments. So I think for students, I so often hear that my religion is here and the rest of my live is over here on this other track and nobody really want to live like that. I mean we all want to integrate. So to me that is what I am hoping a course like that will do. It can ask big questions that students really want to know from both perspectives and which they wish just weren’t totally separate and did not talk to each other. Does that make sense?

Everywhere else in CheckMarq each class has a well defined category and subject that is separtated from the rest – all by title and discipline – no over lap

Alphebetization seems to be the default way in which to organize

o this means that at the very least need to understand and know the discipline of the class in order to find it

finding is key to access Gives abbreviation that is used (along with a number) to

label the class. o DANC – Danceo DECS – Dental Clinical Services

When click on the discipline (need definition of subject and discipline ect…) expands to a chart with list of class number and title

o Main division is via discpineo No class has two names or is under two different

categories Even the classes which are defined by

Marquette as interdisciplinary (African Studies, Women and Gender Studies ect) are only under one category and title

Note: importance of name in placing – the power of the label in defining who attends the class and what the class is about.

Difficult to find any classes in anyway but without specific knowledge of the class or the discipline in which the class is under.

o Defined by subject areao This is the most simple and logical way to create a

system of organization, but may lead to classes which intend to be something more than just on discipline to become confinded (through expectation and ect) to only one area of study

University assumes that students on their own inniciative will do the work to make connections between there classes and find value

in the core so they do not provide the space or place for students of faculty to engage in that work

Interdiciplinarity and anything outside of the structure and plan of the diciplines is good, but always just an addition – diswading students and shadows its importance.

That is the approach to honors, which if you think about it is the largest interdisciplinary program at the university when you look at the number of students, it is the problem with both honors and interdisciplinary in general. Is if you want to do it, both faculty and students, just do extra, just put it on top of your real stuff which is the stuff in your discipline.

Stirict importances paid to major classes But they give you this before you step in and you go off it

and are not aloud to deviate. Historically has moved away from the liberal arts and attempts to

become a school that prepares students for a career – this is a trade off from the interdisciplinary education when in reality the career ready should lead to a greater push to have well roundedness.

Even if you want to get into fancy med school you have to show that you can think from lots of different standpoints and that you are a big person. And I think that is something that Marquette sometimes does not advertise enough that they have gone toward the professional school model and sometimes they seem to think that the Jesuit core gives you some kind of ethics, or something, but it gives you so much more than that. And it is good to have a specialty but the goal coming out of college is not to know accounting and be able to practice it right away, because actually because if you really want and interesting career, and I am not just saying it is not unimportant that you need to be marketable, not doing that liberal arts thing where I am just going oh… I am saying if you really want a good career long term, you need to get as rounded and complete and complex as you can.

If click on the multi-interested tab it redirects to the same page as the undecided link

There is no separation in content, but the titles are separated which seems to indicate that there is, to the university a reason to list both undecided and multi-interested as two separate things.

o Yet, the university see no difference in the way that the two are treated.

Ease I think the college of arts and sciences gets it because,

honestly it is easy because coincidently all of the core

classes fall within the college of arts and sciences, the college that the classes themselves are a part of so it is easy to get people in that college to take those classes.

Current interdisciplinary programs are not very strong Most of these classes only have one or two classes

o One intro class with a Capstoneo This class listing is very small in comparison to

other disciplines o Only beginning and end with no listing of what

would fill in between (what is the impact of this, seems to separate it from other classes”

o There is no explanation of how it is interdisciplinary or how it overlaps with other classes and disciplines. (this seems to be that each of these programs are additions to other programs rather than have the ability to stand on there own.

International relations is the biggest one. I think they have 150 majors. It is the biggest interdisciplinary program at Marquette. The rest are a lot smaller. Most of them are just, you know this, you just combine classes from other departments. I think it is really important for them to have, if they are disciplines themselves which most of them are to have an intro course and a capstone course. Because students need to do that work of integration and they need to do it in a classroom

I also think they need a way higher profile on campus. And I think that, well the intro and the capstone can help, but they need to be somewhat tracked. If they are just a collection of a few courses then they have no integrity and coherence. So we need to work to make sure that they have integrity and coherence and they don’t always.

Well I think that the intro and capstone are something. I also think that the faculty in these courses need to be regonized as faculty that teach in Family studies, who teach in Women and Gender Studies, who teach in IR. IR is better because it is already more discipline specific so it is easier to do, but in the more scattered ones. They need to be identified as faculty who teach in those programs and they need to talk together. They need to have a structure to talk together like the university needs to say, to regonize this as a real program that faculty are teaching in. Prehaps appoint them to it. Make it a title for African Studies. Have a center for interdisciplinary studies where they meet and talk about the major and what it should look like and what students need to know and what the outcomes of the programs are, to make sure that we are covering enough bases. To make

sure, that again like the core, like the interdisciplinary stuff that I am trying to do with honors, we need to know what our students are taking and what they are doing with it. You know what I mean? So I think that is another way, having a much greater institutional identity for the programs and for the faculty who are teaching them.

And most Gender Studies programs, gender and sexuality programs do not just have an intro and a capstone, but have classes you have to take in between. And that makes a lot of sense to me. Every WGST student for instance maybe will need to know stats, maybe need to know… At Marquette I think everyone should take feminist theology, but we do not offer that course yet, but that seems like a course that Marquette WGST students, that would be something specific to us that we all have it. They would have to take at least one soc class. You know what I mean so then we can be a little stronger in terms of what we know they know and what we are telling them is their discipline area.

The interdisciplinary programs have no control over curriculum. I mean they latterly have none. They can only ask students to take what the departments offer. And they can ask the chairs would you please. And the chairs can say sure we will try, but say I have been working with poli-sci and they, in WGST, they have not had the people to teach those courses. So the chair would love to teach those courses and offer them, but he is offering so much other stuff he can’t so I say well we have to have feminist political science because that is such a huge part of our discipline and we are not covering our discipline. So that is where I see it in WGST, on of the interdisciplinary programs.

Is a an interdisciplinary tab with majors and minorso Introductory description that this is the best way to

fit the best of a variety of subjects into a nice tight package

o Lists the Programs: African Studies, Applications of math and economics, Electronic communication, International affairs, Women and Gender Studies

Under all just list of applicable subjects and a short description of the program at Marquette.

Both Women and Gender Studies as well as International Affairs both did not have descriptions but referred to the specific program link on the main page

Here as was true in Checkmarq, each of the interdisciplinary where referred to a separate programs – though here they gave the relating subject areas and disciplines.

Current cirruculum is determined by a committee but it is limited in that there is little control because can only ask studetns to take classes when offered and deparmetns can only offer classes when have the resources to – but hard when they are tryin to do so many other things.

Graduate and PHD focus on interdiciplinarity PHD is different

o More classes Fellowship, TA, Dissertation, Independent

study This is not attached to any area of study as is

true for the undergraduate and graduate choices for classes

WHY? Should not be undecided – push to decide

We have found that few students are truly undecided”o Goes onto expand that most students are just multi-

interested and that it is only a matter of find a program that suits a students interests

o Still a push that students and multi-interested “we prefer to say multi-interested”, but the title of the page remains undecided.

Then a column under the header “Advantages to undecided”

o The Core – here it says is a good place for undecided to start and to gain practice and a taste for the “nine knowledge areas” there is no specifics into what these knowledge areas are, or how they work within the core.

o Next on the list in a separate is the Advising center –

here Marquette University points out the advantages of having a professional academic advisor in addition to a professor that a student would have access to in the Advising center.

It goes on to concluded that this resource will help the student select courses, choose a major and determine career goals.

There seems to be little to no differentiation between choosing a

major and choosing a career. It seems that one logically follows the other

o The is a sort segment of the Majors fair – emphasis on meeting with students, facility and alumni from majors and help to choose classes and again transition into a career path – this seem that major are not areas of study, but indicative of a career path.

o Then it listed two specific classes that are available to undecided students

The first “Introduction to inquiry” this fall freshmen only seminar gave an introduction into the college and potential class, major and career options.

The Second class “Career Planning and Decision Making” allows for the exploration of careers and looking at majors with a career orientated outlook.

o The bottom of the page notes that having many interests is a good thing and records an vague statistic that over half of Marquette students graduate with two or more majors.

There is a side box at the location where other major pages list research opportunities

o Here there is a majors quiz and other resources – both here and on the majors page as a whole, it seems that it is oriented to prospective students, rather than students that are already enrolled at Marquette. – See in link to campus visit and admissions office like statment promoting the Marquette experience.

This seems to imply that this is information only for students not at Marquette and should be understood and figured out by the time students arrive.

Programs for faculty scholarship and research Most of the money that we have spent is on scholarships

and fellowships, small ones, for faculty to do interdisciplinary projects. And that is good for particular faculty, but that does not do much to change the culture and you hear the word silos. I am just so sick of that word.

Kingler Award and Fund more often given to multiple faculty members

Financial structure

The financial structure at Marquette is that we are all competing for students. We get power by just shear numbers. So bizarrely our imperative to survive as a department, to get ten-year lines so we can hire faculty so we can have departmental strength is to get as many students to take our classes and not other people’s classes as possible. Is that pedagogically sound? No. But do we do that on an individual basis not. I refer students to other departments all the time. But I am just saying the structure of the university is to make us siloed and to want to. So if we get more students than you do we win. And that is craz, we could change that structure by not no longer pegging our resources to how many students we have in a class room.

There is not money given directly to interdiciplinaryprograms, this mean that faulcty concerns and classes are all done through already established departments. This destroys ture interdisciplinary work and creates a weak program.

Problem of the core And I think too often, that is not just a student problem. It

is a core problem. It is a curriculum problem. Because we are not thinking about how our core truly serves our students needs in an integrated way and they are not in an integrated way. And their skills in an integrated way. We are not even really thinking about skills or outcomes.

Proposal o I think it is a historical hurdle. I will go back to the idea that disciplines

are historical and so are departments. And so the problem is that if you want to do interdisciplinary you can’t just add it and have extra money. You have to take and stop doing something that you are already doing and that is painful historically to let go of things that you used to do that you think is important n order to do other things. I think that people believe in interdicipinary, but when it comes right down to the chopping block and they have to get rid of whatever they have to get rid of in order to do it that is where it is tough.

o I think we need to make it a priority and strategic planning. And I think we might, but we have to do that. If we make it a priority in strategic planning that means that you put resources there and you divert them from somewhere else. It is really partly about money. I also think that… I do actually think that this honors experiment is a good one. Put 25 faculties in a classroom together and see what happens. We have never done that before. Usually the interdisciplinary teaching is these little isolated pockets of people who are friends trying it out. It happens one or twice and then goes away. Lets make it institutional and structured so when we

try it next year we are going to come back to our departments and talk about it and say, try to recruit more people, these are the ways that is it really good for learning for both faculty and students. But we have to actually practice it. I also think we need to put support behind things like WGST, and I am just saying that one because I was in it. We have to put real support behind them.

o Create an Interdisciplinary center I also think that Marquette needs to have some kind of center for

interdisciplinary programs, so that the kind of issues that those programs face, staffing budgetary, programing advising can be instead of reinvented like the wheel in every little program we can do a lot of these thing in a centralized way.

o Increase funding and directly fund interdisciplinary programs rather than through disciplinary programs

o Restructure the core of common studies to foster cross disciplinary dialogue and communications

allow it to serve students in an integrated way : I would like to see the core truly integrated for honors

students at Marquette. So that when you are doing stuff in theology it will talk to what you are doing in philosophy, it will talk to what you are doing in English and talk to what you do in history. I would actually like to expand this so we had an honors core in social and hard sciences too, because I know some philosophy professors who are really excited about teaching an ethics class with a scientist. And why wouldn’t we that is what everyone is doing now. So, I do not think that it is just those four disciplines; it is just what we have got right now: English, history, phil, and theo. I am hoping to expand later. So, yeah, I think a real, this is a little, what I am going to say is that, I don’t think, our core is working that well.

create a humanities core that is centered around a core question that crosses disciplines – this would facilitate a transition to inquiry based education rather than disciplinary based education

But at least this way the people who are taking English are talking to the people taking philosophy and I am hoping we can centralize around a few central questions that we’ll look at from different methodologies that will make the students, I hope, more conscious about methods because often we just think we are learning knowledge and just sticking it in the bank. But no we are asking specific kinds of questions and we are using specific kinds of tools to answer that question. And you can even come at a question with lots of different methodologies. So that is what I am hoping. The

questions will be more self-conscious about methodologies Also we will just shared some texts, which I think is really important.

Conclusion/further research Appendix

o A: Screen Shotso B: Mission Statemento C: Consent Formso D: Research Questions