SHAW UNIVERSITY
Department of Humanities
Multidisciplinary Studies (MDS 418): Senior Seminar in Liberal Studies

Dr. Desire Baloubi
Contact: (919)546-8307 (Ed Building 06) & (919) 546-8254
dbaloubi@shawu.edu
Office Hours:
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.

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)

1. To study and understand the significance of multidisciplinary/ Interdisciplinary approach to learning
2. To develop problem-solving skills and an increased capacity for critical thinking
3. To help students better investigate a problem from multiple perspectives, including social, economic, cultural, and political aspects
4. To improve upon students' oral and written, cross-cultural communication skills
5. To help students conceptualize, design, and implement an educational/career plan
6. To improve students' skills in writing effective résumés
7. To enhance the use of technology in learning
8. To develop and promote sensitivity to cultural diversity with an attitude and spirit of cooperation

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:

1. Standard 1: Teachers know and understand the English Language.
1. Indicator 1: Teachers understand the evolving nature of the English Language.
2. Indicator 2: Teachers understand the conventions of Standard English, as well as dialect and register variations
3. Indicator 3: Teachers understand individual language acquisition and development, recognizing the impact of cultural, economic, political, and social environments upon language.
2. Standard 11: Teachers foster in students awareness and appreciation of their own and others' cultures.
1. Indicator 1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.
2. Indicator 2: Teachers respect students' native languages in their relation to the conventions of Standard English.
3. Indicator 3: Teachers enhance students' understanding of themselves and others to establish classroom cultures of mutual respect.

Course Requirements:

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)

1. W1: Chapter 1. Focus on:
1. Where is Africa (YC, pp.21-23)? What do you know about Africa? (Share with class & Instructor on Blackboard) 2pts
2. 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
2. W2: Focus on:
1. 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
2. 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
3. W3: Do the following:
1. Use Blackboard and post your responses to W2 questions on YC. Also, comment on at least two classmates' postings. 2pts
2. EI, "Formal Writing in the Sciences,? pp. 31-52: a) The Formal Observation Report, b) Literature Reviews, and c) The Experimental Study and Report.
3. 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
4. W4: The Yoruba (YC) & The Social Sciences (EI)
1. 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
2. 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.
5. W5: From Africa to the New World (YC) & The Social Sciences (EI)
1. 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
2. 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
6. W6: Do the following:
1. Research some Dos and Don'ts of Résumés and share you findings with class & Instructor (Post on Blackboard).
2. 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)
7. W7: Midterm Exam Week
1. 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
8. W8: The Yoruba Cosmos & Inquiry and Writing in the Humanities
1. 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
2. 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
9. W9: The Yoruba Cosmos & the Humanities (continued)
1. 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
2. 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). **
10. W9: The Yoruba Cosmos & the Humanities (continued)
1. 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
2. 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). **
11. W10: Yoruba Medicine (in YC, pp. 77-95)
1. Share your thoughts on the Yoruba conception of Arun. Any problems? Any advantages?--2pts
2. 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
12. W11: The Value of Practical Beliefs (in YC, pp. 97-105)
1. What relationship does the author establish between culture and beliefs, on the one hand, and culture and communal practices, on the other hand? -5pts
2. Now share your thoughts on what culture really means to you.
13. W12: Your Research Paper
1. 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
14. W13: Abstract & Bibliography
15. W14: First Draft is due (in-class presentations for feedback)
16. W15: Final Draft is due
17. 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:

1. To study and understand the significance of multidisciplinary/ Interdisciplinary approach to learning
2. To develop problem-solving skills and an increased capacity for critical thinking
3. To help students better investigate a problem from multiple perspectives, including social, economic, cultural, and political aspects
4. To improve upon students' oral and written, cross-cultural communication skills
5. To help students conceptualize, design, and implement an educational/career plan
6. To improve students' skills in writing effective résumés
7. To enhance the use of technology in learning
8. To develop and promote sensitivity to cultural diversity with an attitude and spirit of cooperation

Specialty Area Standards:

1. Standard 1: Teachers know and understand the English Language.
1. Indicator 1: Teachers understand the evolving nature of the English Language.
2. Indicator 2: Teachers understand the conventions of Standard English, as well as dialect and register variations.
3. Indicator 3: Teachers understand individual language acquisition and development, recognizing the impact of cultural, economic, political, and social environments upon language.
2. Standard 11: Teachers foster in students an awareness and appreciation of their own and others' cultures.
1. Indicator 1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.
2. Indicator 2: Teachers respect students' native languages in their relation to the conventions of Standard English.
3. Indicator 3: Teachers enhance students' understanding of themselves and others to establish classroom cultures of mutual respect.

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.

Topical outline and Schedule of Activities

I Introduction 

1. 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.
2. Exploring the possibility of a multidisciplinary project
3. Every student must sign up to present a chapter in The Foundations of Nigeria (FON)

II Understanding multidisciplinary/interdisciplinary studies

1. W2: Student presentations begin
2. W3: Student presentations end (Bring 2 résumé samples to class for W4 workshop!)

III Drafting a five-year plan & Rếsume Workshop

1. W4: Defining plan and reasons for drafting one; components of a plan; Resume Workshop
2. W5: 5-year Plan Workshop

IV The Research project: Research and Writing in the Disciplines

1. 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)
2. W7: a) Midterm due; b) Chapter 1 ends (including Readings in the Sciences: "Light", pp.80-88)
3. W8: a) Position paper (first draft must be completed); b) Chapter 3: The Social Sciences (Group 2)
4. W9: a) Chapter 3 ends + Chapter 4: Readings in the Social Sciences (select one text) b) Position paper is due & Research Project is assigned
5. W10 a) Chapter 5: The Humanities (Group 3) le: WRR, pp. 537-559
6. W11: Chapter 5 ends + Chapter 6: Readings in the Humanities (select one text for your presentation)
7. W12: Chapter7: Critical Applications (Group 4) + Chapter 8: Readings for Critical Applications (one text)
8. W13: Individual Conferences
9. W14: Individual Conferences
10. W15: Final Exam/Final Draft is due ()
11. W16: Final Grades