This version of discipline is more or less the same, although they tend to be broader than degrees. For jobs that only require any college degree, it might seem strange that an application would ask your discipline. However, while knowing you were able to complete a degree is important to an employer, they will also want to know what you learned. Asking for your major will give them some idea of that, but because majors differ by university it can be more efficient to understand the general discipline you studied.
These products — often called texts — can be pieces of literature, artwork, clothing, personal correspondence, philosophical treaties, or even altered landscapes. The scholar identifies a collection of these texts to serve as sources to answer a question about the nature of humanity. Humanists typically work qualitatively , meaning they look for data expressed through language rather than numbers.
Humanities research analyzes and investigates these human creations to understand the meaning individuals and groups have infused into their life experience in different places and at different times. Because humanities research revolves around the investigation of texts, research often takes place in libraries, museums, and archives that preserve these documents and materials.
A historian may read a diary to understand attitudes about daily events. A literary scholar may seek out early manuscripts of a published novel to understand how the story developed. An art historian may travel to a museum with a textiles collection to understand intersection of form and function in clothing. Louis is home to many archival libraries that can provide sources and assistance for your research project.
To develop your personalized timeline, meet with a member of the OUR Staff or talk with your adviser. Natural scientists study physical, biological, and chemical properties and processes. They use a rigorous process of experimentation to understand naturally-occurring phenomenon and human interventions in the physical environment. Through similar methodology, engineers investigate ways for humans to better manipulate the natural world.
Many scientists and engineers work in laboratories or groups and focus on minute aspects of a larger investigation. At the university, laboratories are operated by a Principle Investigator or PI who is typically a professor with one or more grants to pursue a project that falls under a larger scientific theme. The PI may direct the work of post-doctoral researchers, graduate students, and undergraduates who take responsibility for components of the project.
Students enrolled in an independent study or other for-credit option during the academic year should expect to spend hours per week in lab for each 3 units of credit, with additional time necessary for prep work, data reduction, and reading relevant journal articles. Other opportunities to serve as a general laboratory assistant may require less time.
Social science is an umbrella term covering a variety of academic disciplines that seek to explain human behavior, either from the internal perspective psychology, economics , group dynamics sociology, business, political science , or broad cultural forces anthropology.
Also, in selection of editorial board members, low-consensus journals put more emphasis on personal knowledge of individuals and their professional associations. The Biglan Model. Anthony Biglan derived his taxonomy of academic disciplines based on the responses of faculty from a large, public university and a private liberal arts college regarding their perceptions of the similarity of subject matter areas.
His taxonomy identified three dimensions to academic disciplines: 1 the degree to which a paradigm exists paradigmatic or pre-paradigmatic, alternatively referred to hard versus soft disciplines ; 2 the extent to which the subject matter is practically applied pure versus applied ; and 3 involvement with living or organic matter life versus nonlife systems. The natural and physical sciences are considered to possess more clearly delineated paradigms and are in the "hard" category.
Those having less-developed paradigms and low consensus on knowledge bases and modes of inquiry e. Pure fields are those that are viewed as less concerned with practical application, such as mathematics, history, and philosophy. Life systems include such fields as biology and agriculture, while languages and mathematics exemplify nonlife disciplines.
Biglan's clustering of thirty-three academic fields according to his three-dimensional taxonomy is displayed in Table 1. Subsequent work by Biglan substantiated systematic differences in the behavioral patterns of faculty with respect to social connectedness; commitment to their teaching, research, and service roles; and publication output. Biglan concluded that the three dimensions he identified were related to the structure and output of academic departments.
Specifically, hard or high-paradigm fields showed greater social connectedness on research activities. Also, faculty in these fields were committed more to research and less to teaching than faculty from soft or low-paradigm fields. Those in hard fields also produced more journal articles and fewer monographs as compared to their low-paradigm counterparts. Greater social connectedness was exhibited by scholars in high-paradigm fields, possibly as a result of their common orientation to the work.
Applied fields showed greater commitment to service activities, a higher rate of technical report publication, and greater reliance on colleague evaluation. Faculty in life system areas showed higher instance of group work with graduate students and a lesser commitment to teaching than their counterparts in nonlife systems areas.
Empirical research applying the Biglan Model has been consistent in supporting its validity. While the disciplines may share a common ethos, specifically a respect for knowledge and intellectual inquiry, differences between them are vast, so much.
Disciplines have been distinguished by styles of presentation, preferred approaches to investigation, and the degree to which they draw from other fields and respond to lay inquiries and concerns. Put simply, scholars in different disciplines "speak different languages" and in fact have been described as seeing things differently when they look at the same phenomena.
Differences in discipline communication structures, reward and stratification systems, and mechanisms for social control have been observed. Bath, D. Academic developers: An academic tribe claiming their territory in higher education.
International Journal for Academic Development, 9 1 , 9— Becher, T. Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Milton Keynes: Open University Press.
Buckingham, Open University Press, second edition. Biglan, A. The characteristics of subject matter in different academic disciplines. Journal of Applied Psychology, 57 3 , — Relationships between subject matter characteristics and the structure and output of university departments. Cardenas, D. What is clinical nutrition? Understanding the epistemological foundations of a new discipline.
Chalofsky, N. Human Resource Development Quarterly, 18 3 , — Clegg, S. Higher Education Research and Development, 31 5 , — Cobban, S. An argument for dental hygiene to develop as a discipline. International Journal of Dental Hygiene, 5 , 13— Collins, R. The sociology of philosophies: A global theory of intellectual change. Cambridge: Harvard University Press. Daenekindt, S. Mapping the scattered field of research on higher education: A correlated topic model of 17, articles, Higher Education.
Davies, M. Interdisciplinary higher education. Tight Eds. Bingley: Emerald. Davoudi, S. The evolution of planning as an academic discipline. Town Planning Review, 81 6 , — Dressel, P. Higher education as a field of study. San Francisco: Jossey-Bass. During, S. Is cultural studies a discipline? And does it make any political difference? Cultural Politics, 2 3 , — Fagerberg, J, and Verspagen, B innovation studies: An emerging discipline or what? A study of the global network of innovation scholars.
Findlow, S. Higher Education, 63 , — Fulton, O. Higher education studies. Neave Eds. Oxford: Pergamon. Furlong, J. Education: an anatomy of the discipline. Rescuing the university project?
London: Routledge. Gibbons, M. The new production of knowledge: The dynamics of science and research in contemporary societies.
London: Sage. Harland, T. Higher education as an open-access discipline. Heath, K. Is comparative education a discipline? Comparative Education Review, 2 2 , 31— Kimball, E. The search for meaning in higher education research: A discourse analysis of ASHE presidential addresses. Review of Higher Education, 42 4 , — Krishnan, A What are Academic Disciplines? Some observations on the disciplinarity vs. Lawn, M. European Journal of Education, 41 2 , — Logan, F. Is there a discipline of art education?
Studies in Art Education, 4 2 , 10— Loughran, J. Is teaching a discipline? Implications for teaching and teacher education. Teachers and Teaching, 15 2 , — Macfarlane, B. The higher education research archipelago. Higher Education Research and Development, 31 1 , — The growth of higher education studies: From forerunners to pathtakers.
Makel, M. Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43 6 , — Michailova, S. University structural changes and identification with a discipline. Critical Perspectives on International Business, 10 1—2 , 51— American Statistician , 37, 4, 1, pp.
Nemetz, A. Religion as an academic discipline. Journal of Higher Education, 30 4 , — Pearce, R. American studies as a discipline. College English, 18 4 , — Randel, W. English as a discipline. College English, 19 8 , — Ridder-Symoens, H de ed. Volume 1: Universities in the Middle Ages. Cambridge, Cambridge University Press.
0コメント