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Interdisciplinary Liberal Arts and Business Education

Interdisciplinary Liberal Arts and Business Education. Thomas Allen Crain Senior Lecturer. A Starting Point. • Why interdisciplinary? • Interdisciplinary vs . Multidisciplinary • Why problem based? • Johns Hopkins University: some context

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Interdisciplinary Liberal Arts and Business Education

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  1. Interdisciplinary Liberal Arts and Business Education • Thomas Allen Crain • Senior Lecturer

  2. A Starting Point • • Why interdisciplinary? • • Interdisciplinary vs. Multidisciplinary • • Why problem based? • • Johns Hopkins University: some context • • Interdisciplinary approaches at Hopkins • • School of Professional Studies • • Designing New Curricula • • The Bachelor of Science in Interdisciplinary Studies • • The Amazon: Environmental and Cultural Perspectives • • American Cities: Baltimore

  3. Johns Hopkins University • • The first “research university” in the U.S. (private) • • A focus on advanced studies • • Distinctive formats • ▫ Rounds • ▫ History of Ideas Seminars • ▫ Humanities Center • • Undergraduate liberal arts: Veritasvosliberabit

  4. A Second Mission for JHU • • The ivory tower and town/ gown relations • • 100 years of continuing studies for adults • • The Masters and Bachelors of Liberal Arts • • The Odyssey Program • • University politics and restructuring (1996/97) • • The School of Professional Studies in Business and Education • • 2007: Founding of the School of Education & the Carey Business School

  5. Interdisciplinary Studies at JHU • • The School of Public Health: Ph.D. in Social Science • • School of Advanced International Studies • • Bloomberg Chairs and dual appointments (Agre, Greider) • • President Daniels and the One University initiative to foster • inter-school collaboration • • Institute for the American City; Global Health Institute • • Business and Education (Administration, School Leadership) • • Police Executive Leadership Program (Public Safety)

  6. Carey Business School • • Business with humanity in mind • • Elimination of Academic Departments • • Redesign of faculty offices and space • • Creation of the full-time Global MBA • • Faculty collaboration: communities of research • ▫ Business in Government • ▫ CityLab • • Partnerships and dual programs with other schools • ▫ MBA/MPH, Business of Medicine • ▫ MBA/MS in Government • ▫ Masters in Health Management • ▫ MBA/MFA (MICA)

  7. Interdisciplinary and Multidisciplinary Studies • • The story of the Bachelor of Science in Interdisciplinary Studies • ▫ 1997 and the restructuring of the School • ▫ Creation of the Undergraduate Division • ▫ B.S. in IT, B.S. in Business and Management • ▫ Replacing the popular BLA • ▫ Dr. Toni Ungaretti, designer of the Masters • of Arts in Teaching, hired as director of the • new Undergraduate division • • Culture shift: interpenetration of business and education, and a • leadership team with backgrounds in psychology, humanities, • information systems, and law

  8. A Model of Culture

  9. Business & Education: A Culture Shift • Look at the following slides. They represent two different academic disciplines and two different cultures: • Can you identify which academic discipline is associated with each? • What assumptions do they reveal about how learning takes place?

  10. Classroom 1

  11. Classroom 2

  12. Curriculum Development: Backward Design • • What are our domains? What is our expertise • • With what skills and knowledge do we want students to leave • the program? (Input from professions, employers, students) • • How do we assure that they are learning what we say they are? • • Assessment of learning: • ▫ create learning goals and objectives • ▫ align program goals, courses, & assessments • ▫ align course syllabi with these objectives • ▫ collect data • ▫ analyze the data • ▫ address weaknesses • ▫ repeat

  13. Starting Point • Domains: Business, Information Systems, Humanities, Social • Sciences, Communications • Assumptions about the curriculum • • It should be interdisciplinary • • It should be global • • It should be relevant to today • • It should lay the foundations broad and deep as most • students would need to change careers several times in • their lives (an argument for liberal arts vs. specialization)

  14. Competencies • Oral and written communications • Analytical and critical thinking; problem solving • Human relations (esp. networking and team building) • Leadership and change • Value-based decision making • Technology proficiency • Historical and global perspectives • Aesthetic appreciation and principles of design • Commitment to lifelong personal & professional development • Information literacy

  15. Mapping Learning Objectives onto Courses • • Program goals • • Individual courses: • ▫ Course objectives • ▫ Alignment with program • objectives • ▫ Standard syllabi • ▫ Rubrics for assessment • • See table for program objectives and AoL assessments • • See syllabus for Business Communication

  16. Preparing Students for the Future • Major problems and trends facing students in the future: • • Environmental sustainability • • The aging of the baby boom generation • • Business competition in a global economy • • The impact of new technologies • • Affordable health care • • Megacities and their problems • • Renewable energy

  17. The Millennium Project

  18. BS in Interdisciplinary Studies • • Interdisciplinary vs. Multidisciplinary: two models • • Why interdisciplinary? • • Why problem based? • • Interdisciplinary Social Science: Psychology, Anthropology, • Sociology, Economics, Geography, Political Science • ▫ Cluster: Certificate on Aging • - Psychology of Aging • - Social Aspects of Aging • - Biological Aspects of Aging • - Intergenerational Issues • - Assessment of the Elderly

  19. Applying Skills to Problems • Communication skills • • Writing across the curriculum • • Grants and Proposal Writing • • Use of Digital Media • Social Science • • Organizational Behavior • • Assessment and statistical analysis • Information Systems • • Software tools (e.g. SPSS) • • Data analytics

  20. Interdisciplinary Courses • • Persuasion • • Paris in the 1920s • • The Amazon: Cultural and Environmental Perspectives •  History •  Geography •  Ecology •  Policy •  Anthropology

  21. American Cities: Baltimore • • How cities develop: commerce, • government, transportation • • Economic history of Baltimore • (manufacturing, finance) • • Social history of Baltimore (e.g. • immigration, race) • • Cultural history of Baltimore (literature, music, art, sports) • • The built environment (architecture, real estate); study tours • • Problem-based, team taught approach (poverty, crime, education, • housing, health care, transportation, tourism, industry) • • The One Law Assignment: civic engagement

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