SHAW UNIVERSITY
Department of Humanities
Multidisciplinary Studies (MDS 418): Senior Seminar in Liberal Studies
Contact: (919)546-8307 (Ed Building 06) & (919) 546-8254
MW (7:05p.m.-8:20 p.m.)
Raleigh ISC # 104
Course Description:
MDS 418 Senior Seminar in Liberal Studies (3). Prerequisite:
MDS 216 and senior status in Liberal Studies or consent of the instructor. This
course is based on a collaborative learning approach. It is a workshop format in
which every student does an interdisciplinary project using methodologies of at
least two favorite fields. Besides this project, a five-year educational/career
plan is required. Each senior creates a model and takes the necessary,
preliminary steps toward implementing the first year of the plan.
Required Texts:
Abimbola, Kola. (2006). Yoruba culture: a philosophical
account. Birmingham, UK: Iroko Academic Publishers. (YC hereafter)
Kirscht, Judy and Schlenz, Mark. (202). Engaging Inquiry:
Research and Writing in the Disciplines. Upper Saddle River, NJ: Prentice Hall.
(EI hereafter)
Course Goals:
The course has eight (8) major goals:
To study and understand the significance of
multidisciplinary/ Interdisciplinary approach to learning
To develop problem-solving skills and an increased capacity
for critical thinking
To help students better investigate a problem from multiple
perspectives, including social, economic, cultural, and political aspects
To improve upon students’ oral and written, cross-cultural
communication skills
To help students conceptualize, design, and implement an
educational/career plan
To improve students’ skills in writing effective résumés
To enhance the use of technology in learning
To develop and promote sensitivity to cultural diversity with
an attitude and spirit of cooperation
Terminal Course Objectives:
Through selected readings and critical thinking exercises,
each student will develop skills and abilities to do the following:
1. Writing an informative report
2. Analyzing a foreign culture and comparing or contrasting
it with one’s own or with other cultures
3. Writing a résumé and a career/or further education plan
4. Designing and implementing a research plan in the Sciences
or the Humanities
Specialty Area Standards:
Standard 1: Teachers know and understand the English
Language.
Indicator 1: Teachers understand the evolving nature of the
English Language.
Indicator 2: Teachers understand the conventions of Standard
English, as well as dialect and register variations.
Indicator 3: Teachers understand individual language
acquisition and development, recognizing the impact of cultural, economic,
political, and social environments upon language.
Standard 11: Teachers foster in students awareness and
appreciation of their own and others' cultures.
Indicator 1: Teachers incorporate diverse resources in
context to connect global ideas to student experiences.
Indicator 2: Teachers respect students' native languages in
their relation to the conventions of Standard English.
Indicator 3: Teachers enhance students' understanding of
themselves and others to establish classroom cultures of mutual respect.
Student Classroom Decorum Expectations
To enhance the learning atmosphere of the classroom, students
are expected to dress and behave in a fashion conducive to learning in the
classroom. More specifically, students will refrain from disruptive classroom
behavior, that is, talking to classmates, disrespectful responses to teacher
instructions; swearing; wearing clothes that impede academic learning such as
but not limited to wearing body-revealing clothing and excessively baggy pants;
hats/caps; and/or headdress. Students will turn off telephones prior to entering
the classroom. Students who exhibit the behaviors described above, or similar
behaviors, will be immediately dismissed from class at the third documented
offense. The student will be readmitted to class only following a decision by
the department chair. The student may appeal the decision of the department
chair to the Dean of the College offering the course, and, subsequently, to the
Office of the Vice President for Academic Affairs, and then to the President of
Shaw University. The decision of the President will be final. Failure to follow
the procedures herein outlined will result in termination of the appeal, and
revert to the decision of the department chair.
Each behavior construed by the teacher/professor as
non-contributive to learning will be recorded, properly documented, and
appropriately reported to the student and to the chair of the academic
department offering the course. The report will be in written form with a copy
provided to both the student and the department chair. The faculty member should
retain a copy for his/her own records.
Additional student behavior codes may be found in Student
Affairs.
Course Requirements:
In addition to reading the assigned materials, students will
have to fulfill these requirements:
1- A Research Project--Final Exam based on Yoruba Culture (YC),
12 pages: 25%
2- Take-home Midterm Exam (10 pages): A 5-year
educational/career plan with a resume: (resume is 5% and Plan is 15%): 20%
3- An Informative Report (4 pages): 10%
4- Blackboard Assignments on YC: 15%
5- Blackboard Assignments on Engaging Inquiry (EI): 30%
Please note that the University attendance policy will be
enforced, that is, no student is allowed more than 3 unexcused absences.
Topical outline and Schedule of Activities
I Introduction to Abimbola’s book (YC) & Research in the
Sciences (EI)
W1: Chapter 1. Focus on:
* Where is Africa (YC, pp.21-23)? What do you know about
Africa? (Share with class & Instructor on Blackboard) 2pts
* Inquiry and Writing in the Sciences, pp. 11-23 (note that
you need to do the exercises alone, not with a partner. Please follow
instructions in the book and share with class and Instructor on Blackboard) **--
5pts
W2: Focus on:
* Why study a foreign culture? What did you learn from
reading the section? The Study of Yoruba Culture, Chapter 1, pp. 23-33 in YC
-3pts
* EI, pp. 23-31 “Methodical Observation in the Sciences”
(Write a short report on your understanding of these sections, and share this
with class & Instructor on Blackboard) **--5pts
W3: Do the following:
* Use Blackboard and post your responses to W2 questions on
YC. Also, comment on at least two classmates’ postings. 2pts
* EI, “Formal Writing in the Sciences,? pp. 31-52: a) The
Formal Observation Report, b) Literature Reviews, and c) The Experimental Study
and Report.
* Write a 4-page Informative Report on E. O. Wilson’s “Storm
over the Amazon,” pp.69-79. Use questions 1, 2, 3, 7, and 8 as guidelines.
**--10pts
W4: The Yoruba (YC) & The Social Sciences (EI)
* YC, pp. 35-37: Who are the Yoruba? Focus on Locations,
Population, and Languages. Do more research from outside sources and share with
class & Instructor (Post on Blackboard)-2pts
* EI, pp. 111-135: Inquiry and Writing in the Social Sciences
(Part 1). Use Blackboard and post a summary of what you have learned from
reading Part 1. Also comment on classmates’ reports.
W5: From Africa to the New World (YC) & The Social Sciences (EI)
* pp. 23-46 The Yoruba Diaspora. Do some research and post a
summary of your findings on the history of the Yoruba Diaspora (Share with class
& Instructor on Blackboard)-2pts
* Formal Papers in the Social Sciences. Focus on: a)
Experience-based theory critique essay, b) The literature review, c) Field
studies report, and d) Theoretical debate essay (post a summary of your
understanding of these 4 sections) **--5pts
W6: Do the following:
* Research some Dos and Don’ts of Résumés and share you
findings with class & Instructor (Post on Blackboard).
* Research how to write an education or career plan, or a
combination of education and career, and share your findings with class &
Instructor. Make sure you understand these concepts: plan, planning, goals,
objectives, project evaluation methods, tools, resources, budgeting (time &
finances)
W7: Midterm Exam Week
*Identify an academic area for graduate studies or a career
field of interest, and write a five-year plan in the form of a proposal to an
agency for funding (4 pages minimum). Please attach a well-written résumé. ?5pts
+ 15pts = 20pts
W8: The Yoruba Cosmos & Inquiry and Writing in the Humanities
* YC, pp. 47-51-- Focus on Ifa and Yoruba Culture:
What role does Ifa play in Yoruba societies? Is it science or religion,
or both? Is there anything like Ifa in other societies? Do some research
and share your findings. -2pts
* EI, pp. 321-329. Focus on Inquiry 5.1, Inquiry 5.2, and
Role of Perspective in the Humanities (Inquiry 5.3). Write a short report in
which you define and highlight the importance of interpretive skills in the
Humanities (Share with Instructor & classmates. Also, comment on classmates’
reports). ** --5pts
W9: The Yoruba Cosmos & the Humanities (continued)
* YC, pp. 51-76. Focus on Gods, Anti-Gods, Olodumare,
and Yoruba Theology. Also, study the diagrams on p. 60 (Existential hierarchy in
the Yoruba cosmos) and p. 70 (Functional hierarchy in the Yoruba cosmos). Do
these hierarchies compare to anything you’re familiar with in the Western world?
Please justify your answer. Write a three-paragraph essay based on research, and
share this on Blackborad. ** --5pts
* EI, pp. 349-360. Focus on Revising and Rewriting Essays in
the Humanities. What is global organization and logical progression? How do you
integrate quotations in your own writing? How can you maintain coherence through
transitions? Post your answers to these questions on Blackboard, and write a
one-paragraph summary of what you’ve learned in Chapter 5 (focus on the final
section, Moving On, pp.359-360). **
W9: The Yoruba Cosmos & the Humanities (continued)
* YC, pp. 51-76?Focus on Gods, Anti-Gods, Olodumare,
and Yoruba Theology. Also, study the diagrams on p. 60 (Existential hierarchy in
the Yoruba cosmos) and p. 70 (Functional hierarchy in the Yoruba cosmos). Do
these hierarchies compare to anything you’re familiar with in the Western world?
Please justify your answer. Write a three-paragraph essay based on research, and
share this on Blackborad. ** --5pts
* EI, pp. 349-360. Focus on Revising and Rewriting Essays in
the Humanities. What is global organization and logical progression? How do you
integrate quotations in your own writing? How can you maintain coherence through
transitions? Post your answers to these questions on Blackboard, and write a
one-paragraph summary of what you’ve learned in Chapter 5 (focus on the final
section, Moving On, pp.359-360). **
W10: Yoruba Medicine (in YC, pp. 77-95)
* Share your thoughts on the Yoruba conception of Arun.
Any problems? Any advantages?--2pts
* The author discusses some of the implications of Yoruba
Medicine. Can you name some not mentioned at all, which are nonetheless very
important from your own perspective?--2pts
W11: The Value of Practical Beliefs (in YC, pp. 97-105)
* What relationship does the author establish between culture
and beliefs, on the one hand, and culture and communal practices, on the other
hand? -5pts
* Now share your thoughts on what culture really means to
you.
W12: Your Research Paper
* Compare and contrast Yoruba culture with your own culture.
Focus on how perceptions, beliefs, and practices impact human lives. This is a
research-based paper-- 12 pages minimum. 25pts
W13: Abstract & Bibliography
W14: First Draft is due (in-class presentations for feedback)
W15: Final Draft is due
W16: Final Grades to be posted
Course Description:
MDS 418 Senior Seminar in Liberal Studies (3). Prerequisite: MDS 216 and senior status in Liberal Studies or consent of the instructor.
This course is based on a collaborative learning approach. It is a workshop format in which every student does an interdisciplinary project using methodologies of at least two favorite fields. Besides this project, a five-year educational/career plan is required. Each senior creates a model and takes the necessary, preliminary steps toward implementing the first year of the plan.
Texts:
Oyebade, Adebayo, ed. The Foundations of Nigeria: Essays in Honor of Toyin Falola. Trenton, NJ: Africa World Press, 2003.
Kirscht Judy and Mark Schlenz. Engaging Inquiry: Research and Writing in the Disciplines. Upper Saddle River, NJ: Prentice Hall., 2002.
Course Objectives:
The course has eight (8) major objectives:
To study and understand the significance of multidisciplinary/ Interdisciplinary approach to learning
To develop problem-solving skills and an increased capacity for critical thinking
To help students better investigate a problem from multiple perspectives, including social, economic, cultural, and political aspects
To improve upon students’ oral and written, cross-cultural communication skills
To help students conceptualize, design, and implement an educational/career plan
To improve students’ skills in writing effective résumés
To enhance the use of technology in learning
To develop and promote sensitivity to cultural diversity with an attitude and spirit of cooperation
Specialty Area Standards:
Standard 1: Teachers know and understand the English Language.
Indicator 1: Teachers understand the evolving nature of the English Language.
Indicator 2: Teachers understand the conventions of Standard English, as well as dialect and register variations.
Indicator 3: Teachers understand individual language acquisition and development, recognizing the impact of cultural, economic, political, and social environments upon language.
Standard 11: Teachers foster in students an awareness and appreciation of their own and others' cultures.
Indicator 1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.
Indicator 2: Teachers respect students' native languages in their relation to the conventions of Standard English.
Indicator 3: Teachers enhance students' understanding of themselves and others to establish classroom cultures of mutual respect.
Student Classroom Decorum Expectations
To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior, that is, talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to wearing body-revealing clothing and excessively baggy pants; hats/caps; and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors, will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.
Each behavior construed by the teacher/professor as non-contributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member should retain a copy for his/her own records.
Additional student behavior codes may be found in Student Affairs.
Course Requirements:
In addition to reading the assigned materials, students will have to fulfill these requirements:
1-A research project on a problem using a multidisciplinary 25%
approach (Take-home Final Exam, 10-12 pages)
2-Take-home Midterm Exam (8-10 pages): 20%
A 5-year educational/career plan with documentation
3- A positionpaperon a chapter presented in class (5 pages) 10%
4-Student Resume 10%
5-Attendance & Participation/Blackboard software 10%
6-Presentation (of a chapter in FON) 10%
7-Evidence of Shaw Library use for at least 3 papers (librarian signature is a must!) 15%
Note that the University attendance policy will be enforced, that is, a student is allowed no more than 3 unexcused absences.
I Introduction
W1: Defining rules, policies, procedures, and course requirements. Assignment: What is discipline? What is multidisciplinary study? Defining “discipline” Defining “multidisciplinary study” Advantages of a multidisciplinary approach to learning.
Exploring the possibility of a multidisciplinary project
Every student must sign up to present a chapter in The Foundations of Nigeria (FON)
II Understanding multidisciplinary/interdisciplinary studies
W2: Student presentations begin
W3: Student presentations end (Bring 2 résumé samples to class for W4 workshop!)
III Drafting a five-year plan & Rếsume Workshop
W4: Defining plan and reasons for drafting one; components of a plan; Resume Workshop
W5: 5-year Plan Workshop
IV The Research project: Research and Writing in the Disciplines
W6: Student Résumé is due () + Midterm is assigned; a) Introduction to Inquiry and Writing in the
Disciplines; b) Chapter 1: The Sciences (presented by Group 1)
W7: a) Midterm due; b) Chapter 1 ends (including Readings in the Sciences: “Light”, pp.80-88)
W8: a) Position paper (first draft must be completed); b) Chapter 3: The Social Sciences (Group 2)
W9: a) Chapter 3 ends + Chapter 4: Readings in the Social Sciences (select one text)
b) Position paper is due & Research Project is assigned
W10 a) Chapter 5: The Humanities (Group 3) le: WRR, pp. 537-559
W11: Chapter 5 ends + Chapter 6: Readings in the Humanities (select one text for your presentation)
W12: Chapter7: Critical Applications (Group 4) + Chapter 8: Readings for Critical Applications (one text)
W13: Individual Conferences
W14: Individual Conferences
W15: Final Exam/Final Draft is due ()
W16: Final Grades