91¶ÌÊÓƵ

• Mission Statement

  The mission of the BIS Department is to introduce students to interdisciplinary studies, familiarize them with modes of interdisciplinary analysis, and mentor them as they study three subjects and then weave together their interests into interdisciplinary capstone projects.

• Student Learning Outcomes
  • Certificate (Not Applicable)

     

  • Associate Degree (Not Applicable)

     

  • Bachelor Degree

    At the end of their study at 91¶ÌÊÓƵ, students in this program will show:

    • 1.Connections to Experience
      • Connects relevant experience and academic knowledge
    • 2. Connections to Discipline
      • Sees (makes) connections across disciplines, perspectives
    • 3. Transfer
      • Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations
    • 4. Integrated Communication
    • 5. Reflection and Self-Assessment
      • Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work)
    • 6. Grammar, Syntax, and Mechanics
      •  The Capstone Project is well written and well argued

• Curriculum Grid

• Program and Contact Information

  Background:
  The BA/BS in Interdisciplinary Studies (BIS) is an interdisciplinary degree program that reports directly to the office of Academic Affairs.
  The BIS degree best suits students who have developed a sense of their educational and life goals, and who are looking for ways to explore those goals through an individualized inquiry-based program. The BIS program served the needs of students who want to:

  • Create a personalized academic program
  • Obtain a broad liberal arts education
  •  Prepare for specific career goals and/or graduate school
     

  Repko (2012) defined interdisciplinary studies as a process of answering questions, problem solving, and using inquiry to investigate issues too broad or complex to be addressed by a single discipline. Students must integrate and meld content knowledge, methodology, and problem-solving skills in completing their degrees.
  
  Thus, BIS students select three academic emphases for in-depth study and work closely with University faculty to conceptualize, draft, and create Capstone Projects that weave together their three disciplinary interests.

  Contact Information:
  Professor Susan Matt
  Office of Interdisciplinary Collaborations
  Stewart Library, Room 326

  smatt@weber.edu; bis@weber.edu; laparraperez@weber.edu
• Assessment Plan

  Learning Outcome	Measure of Assessment	Time of Assessment	Level of Assessment
  1.Connections to Experience [Connects relevant experience and academic knowledge]	Survey of Faculty Capstone Committee using rubric to evaluate Threshold of grades on capstone Student Exit Survey 3850 paper	When student defends capstone at end of 4800 At end of 4800 During capstone defense If student take 3850	Mastered Mastered Mastered Emphasized
  2. Connections to Discipline [Sees (makes) connections across disciplines, perspectives]	1.         Survey of Faculty Capstone Committee using rubric to evaluate 2.         Threshold of grades on capstone 3.         Student Exit Survey 4. BIS 2800 Paper	1.         When student defends capstone at end of 4800 2.         At end of 4800 3.         During capstone defense 4. At end of BIS 2800	1.         Mastered 2.         Mastered 3.         Mastered 4.          Emergent
  3. Transfer [Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations]	1.         Survey of Faculty Capstone Committee using rubric to evaluate 2.         Threshold of grades on capstone 3.         Student Exit Survey	1. When student defends capstone at end of 4800 2.         At end of 4800 3.         During capstone defense	1.         Mastered 2.         Mastered 3.         Mastered
  4. Integrated Communication	1.         Survey of Faculty Capstone Committee using rubric to evaluate 2.         Threshold of grades on capstone 3.         Student Exit Survey	1.         When student defends capstone at end of 4800 2.         At end of 4800 3.         During capstone defense	Mastered Mastered Mastered
  5. Reflection and Self-Assessment [Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts]	1.         Survey of Faculty Capstone Committee using rubric to evaluate 2.         Threshold of grades on capstone 3.         Student Exit Survey	1.         When student defends capstone at end of 4800 2.         At end of 4800 3.         During capstone defense	1.         Mastered 2.         Mastered 3.         Mastered
  6. Grammar, Syntax, and Mechanics [The Capstone Project is well written and well argued]	1.         Survey of Faculty Capstone Committee using rubric to evaluate 2.         Threshold of grades on capstone 3.         Student Exit Survey	1.         When student defends capstone at end of 4800 2.         At end of 4800 3.         During capstone defense	1.         Mastered 2.         Mastered 3.         Mastered

• Assessment Report Submissions
  
  2021-22 - No Report Submitted
  
  
  2016 - Conducted Program Review
  

• Program Review

  2016-17
   

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.