Rationale for Objective: Integrative, interdisciplinary learning (Improve)

Evergreen excels in the extent to which interdisciplinary approaches dominate the curriculum and institutional structures. However, tensions persist between this pedagogical commitment and traditional interests in more focused disciplinary work, whether expressed through external educational policies, faculty interest or student demand. These competing interests create pressure to offer a more focused curriculum. Further, without distribution requirements, students at Evergreen can choose to limit the interdisciplinary breadth and integration of their overall educational trajectory. To strengthen the likelihood that students experience interdisciplinary breadth and integration, Evergreen must provide a substantial number of coordinated study programs whose fields of inquiry span at least three of the divisions of liberal education (art, humanities, natural/physical science, math/quantitative and symbolic reasoning, or social science). Currently, one-third of coordinated study programs are broadly interdivisional; the college will encourage faculty and curriculum deans to plan and offer up to 10 percent more such programs. Culminating projects or capstone experiences can help students integrate their educational experience, bringing together the disciplinary practices and breadth of content covered over the college career. Evergreen lags behind its public liberal arts college peers in this high-impact practice and considerably more graduating seniors should be encouraged to participate in such experiences.

Summary of Indicators for Core Theme 1, Objective 1 (PDF)

• Indicator 1: Interdivisional programs
• Indicator 2: Learning outcome: Inquiry across disciplines
• Indicator 3: Alumni satisfaction: Interdisciplinary approach
• Indicator 4: Culminating senior experience

View key sources of data used to measure the indicators