1. SMC Academic Senate Ad Hoc Committee on Interdisciplinary Studies Report and Recommendation April 18, 2006

2. Scope & Function of Ad Hoc Committee: to explore the most appropriate institutional arrangements to –best support SMC’s current and future multi- & interdisciplinary studies programs & curricula (e.g., Women’s Studies, Women’s College, Center for Environmental & Urban Studies, Environmental Studies, Urban Studies, Service-Learning Program, Ethnic Studies, Gender Studies, timely topic courses, …)

3. Composition of Committee 10 active faculty members 9 “interested faculty” participants –These 19 members came from: Communications Earth Sciences English ESL History Library Life Sciences Philosophy Social Sciences

4. Summary The committee recommends the creation of a Department of Interdisciplinary Studies –to support and enhance the intellectual, professional, and personal growth of students and faculty at SMC

5. Definitions Multidisciplinary: –two or more disciplines are organized around a common theme or topic –different disciplines are used as "lenses" to explore a problem or issue Examples: Women’s College, Center for Environmental and Urban Studies, paired courses, learning communities,...

6. Definitions Interdisciplinary: –two or more disciplines are integrated and complement each other in the exploration of subject matter –teaching cuts across disciplines Examples: Women’s Studies, Environmental Studies, Urban Studies, Ethnic Studies, Media Studies, …

7. Why Interdisciplinary Studies? addressing community needs –few courses/programs explore and develop the connections that cut across disciplines students benefit from both –specialized knowledge in disciplines & –how the disciplines intersect Interdisciplinary Studies provide this integrated learning environment

8. Why Interdisciplinary Studies? trend toward interdisciplinary studies in higher education & interdisciplinary careers Santa Monica College has an obligation to facilitate access, entry, and success for students in interdisciplinary fields.

9. 20 most popular Baccalaureate degrees awarded from CA public institutions (2004) RankProgramStudents 1Business Administration & Management15,823 2Liberal Arts & Sciences, Gen. Studies & Humanities7,604 3Psychology6,445 4Multi/Interdisciplinary Studies4,388 5Sociology3,737 6Biology, General3,378 7English Language and Literature, General3,234 8Political Science and Government3,184 9Fine Arts and Art Studies2,980 10Economics2,631 11History2,549 12Computer Science2,542 13Communications, General2,417 14Criminal Justice and Corrections1,828 15Electrical, Electronics and Communications Engineering 1,770 16General Teacher Education1,683 17Health and Physical Education/Fitness1,488 18Nursing1,456 19Speech and Rhetorical Studies1,254 20Business/Managerial Economics1,098

10. Why a DEPARTMENT? (and not just a “program” or “center”) A department –provides a “home base,” –provides equitable voice & funding, and –legitimizes and institutionalizes IDS current programs & courses are orphans and are marginalized –increases effective & efficient use of college resources current configuration: meager, piecemeal, disarray –provides students (and faculty) with appropriate support

11. What is the Department of Interdisciplinary Studies? comprised of: –academic programs currently “standing alone” Women’s College / Women’s Studies, Environmental and Urban Studies, Service-Learning Program –individual courses/curricula which are fundamentally interdisciplinary

12. What is the Department of Interdisciplinary Studies? Goal: –to facilitate & promote the academic & intellectual experience of students and faculty through: multi- and interdisciplinary curriculum development and delivery academic events leadership opportunities community-based experiential & service-learning

13. What is the Structure of the Department of IDS? (What programs belong?) association of multi- & interdisciplinary programs and courses –programs (and courses) would be autonomous in critical decision making (hiring, curriculum, …) –share resources (department chair, secretary, equipment, …) 5 major elements

14. Interdisciplinary Academic Degree Programs (AS or AA) Learning Communities / Paired Courses / Block Courses with emphasis or theme Interdisciplinary “Stand-Alone” Courses Experiential Education Stand-Alone Programs (Multidisciplinary) Department of Interdisciplinary Studies

15. Interdisciplinary Academic Degree Programs (AS or AA)

16. Women’s Studies AA (established) Environmental Studies AS / AA (pending) Urban Studies AA (future) Ethnic Studies AA (future) Interdisciplinary Academic Degree Programs (AS or AA) Enhances potential for: –ensuring required course offerings –development of additional degree programs

17. Learning Communities / Paired Courses / Block Courses with emphasis or theme Interdisciplinary Academic Degree Programs (AS or AA) Department of Interdisciplinary Studies

18. Enhances potential for: –team teaching across (not just within) disciplines –student “cohorts” moving through programs together –responding to community desires for curricula Race & Ethnicity Borderland Gender Sexuality Media Environment Global Learning Communities / Paired Courses / Block Courses with emphasis or theme (examples)

19. Interdisciplinary Academic Degree Programs (AS or AA) Learning Communities / Paired Courses / Block Courses with emphasis or theme Interdisciplinary “Stand-Alone” Courses Department of Interdisciplinary Studies

20. Environmental Studies 7 Women’s Studies 10 Urban Studies 8 Interdisciplinary Studies XX (future) Interdisciplinary “Stand-Alone” Courses (examples) Enhances potential for: –diverse teaching from varied & multiple perspectives –development of additional curricular offerings

21. Experiential Education Interdisciplinary Academic Degree Programs (AS or AA) Learning Communities / Paired Courses / Block Courses with emphasis or theme Interdisciplinary “Stand-Alone” Courses Department of Interdisciplinary Studies

22. Service-Learning (reestablish) Course-Based Internship Field Study Cooperative Education Experientia l Education Enhances potential for: –institutionalizing learning that directly engages learner –students to test skills and facts, sharpen problem- solving, & work collaboratively

23. Stand-Alone Programs (Multidisciplinary) Interdisciplinary Academic Degree Programs (AS or AA) Learning Communities / Paired Courses / Block Courses with emphasis or theme Interdisciplinary “Stand-Alone” Courses Experiential Education Department of Interdisciplinary Studies

24. Center for Environmental and Urban Studies / Environmental College (established) Women’s College / Women’s Center (established) Ethnic Studies Center (future) Stand-Alone Programs (Multidisciplinary) Enhances potential for: –strengthening and developing program depth & breath –more effective use of concentrated resources –equitable voice

25. Learning Communities / Paired Courses / Block Courses with emphasis or theme (examples) Interdisciplinary Academic Degree Programs Stand-Alone Programs (Multidisciplinary) Experiential Education Interdisciplinary “Stand-Alone” Courses (examples) Race & Ethnicity Borderland Gender Sexuality Women’s Studies AA (established) Environmental Studies AS / AA (pending) Urban Studies AA (future) Ethnic Studies AA (future) Environmental Studies 07 Women’s Studies 10 Urban Studies 8 Service-Learning (reestablish) Environmental College/ Center for Environmental and Urban Studies (established) Women’s College / Women’s Center (established) Media Environment Global Interdisciplinary Studies XX (future) Course-Based Internship Field Study Cooperative Education Ethnic Studies Center (future) Department of Interdisciplinary Studies --chair --secretary

26. City College of San Francisco Interdisciplinary Studies Department http://www.ccsf.edu/Departments/IDST/AboutUs2.html http://www.ccsf.edu/Departments/IDST/AboutUs2.html