The following information contains guidelines for preparing a Study in Depth. The guidelines describe the purpose of this degree requirement and give samples of outlines to help as you formulate a proposal. After reading the guidelines:
Study in Depth Proposal Format
1) Name, Address, and Phone Numbers: Please include work, home, and cell phone numbers. If you do not wish to receive calls at work, please note that.
2) Date:
3) General Topic: Give a working title for your proposal or write a statement identifying the topic or issue you will study.
4) Specific Topic: Provide a few sentences that give a general, non-specialized description of the topic and mention the areas of knowledge to which it is related. Follow with more detailed ideas about the topic to suggest what faculty expertise will be needed to assist you in determining its feasibility and suitability.
5) Why Select this Topic? What are Your Objectives?: Tell why you selected this topic. State the objectives you hope to accomplish in completing the project or if you plan to use the finished project in any particular way.
6) Main Divisions in the Project: Briefly, in outline form, state the main divisions you plan to include in your Study in Depth. If this is a creative project, list the process or steps you plan to go through.
7) Reference Sources Located So Far: List 15 references you have located to date, providing bibliographical information including: author(s), title, title of journal or symposium volume in which published, inclusive page numbers, editor(s) of multi-authored volume, publisher (if a book), publication date. Ten of the fifteen sources should be primary sources. If non-print references are to be used (e.g. interviews with experts), provide a list of the potential sources and short descriptions of why they are appropriate. Internet citations are acceptable. Your reference list should not, however, be comprised of Internet sources only.
8) Interdisciplinary Perspective of the Project: You are expected to incorporate interdisciplinary perspective(s) in your Study in Depth. Briefly describe how your project will be interdisciplinary in nature.
9) Your Timelines for Completion of your Project: Provide a general schedule for your development of the proposal, your research, your writing, and your completion of the study.
10) Is there any other information you wish to provide which might be helpful to your Study in Depth Advisor?
The Study in Depth
This information pertains to the Study in Depth, and includes a definition, statement of purpose, some sample outlines, and an application guide. Note: the information here should not be regarded as a “formula” for the Study in Depth. These are guidelines that address consistency and quality expectations for all students. This project, like others in the BA LS program, includes flexibility to allow for individual student and advisor interests within the general definition and program objectives outlined here.
Since your Study in Depth involves research, you may wish to consult a research guidebook for more detailed information on appropriate research methods. Guides that address research methods are suggested below.
Purpose of the Study in Depth
The Study in Depth is designed to complement the breadth of your learning in the knowledge areas: humanities, natural sciences, social sciences and administrative leadership. It provides an opportunity to study a topic of interest in some depth. At the same time, it should demonstrate your ability to think in interdisciplinary terms by including ideas and/or material relating to more than one academic area. For example: One study examined the effect of government regulatory policies (political science) on waterfowl populations (biology); another analyzed the art of contemporary male and female artists in 19th century Vienna (art, history) as they reflected societal attitudes toward women (sociology); a third discussed manipulative human reproduction (biology, medicine) and the religious, ethical, and political implications it raises. In effect, the Study functions as a capstone experience of your liberal studies education, where you draw together and apply all the knowledge and academic skill you have acquired. You can also use the Study as an example of your writing, research, and/or creative skills for prospective employers or prospective programs for graduate study. The College will also use your Study to assess the ability of students completing the program. Such assessment is a University program review process on collective student achievement and has no bearing on your graduation.
Enrolling in the Study in Depth
Your Study in Depth (SID) is an independent study enrollment, separate from other courses you complete in the program. Working independently, and with the guidance of an advising faculty member, you will complete the SID in stages, submitting drafts to your faculty member over the course of a semester, and submitting the final draft well in advance of the end of the semester.
You should be able to complete your SID within the timeframe of one semester. If you are unable to do so, however, you may ask your faculty member for a grade of “I” (incomplete), and submit your final draft at a later date. Working with your faculty member, set a definite date to have your final draft submitted. In no case is the faculty member obligated to work with you for more than one calendar year after the assignment of an “I” grade.
Your SID enrollment should be in your last semester. Note: You may choose to enroll in the Study in Depth as a single enrollment after completing all other course requirements. However, doing so will delay your graduation and may impact financial aid awards.
To facilitate timely progress it would be worthwhile to discuss your ideas for a project with peers and faculty as you progress through your final year of study. Faculty advice does not constitute a commitment to supervise the project. When you have a topic in mind, complete the proposal and send it to the College of Liberal Studies office. The assignment of your Study in Depth advisor will be made by the Associate Dean and/or College staff.
The assignment of a directing faculty member is made by the College and depends on the subject area you select. If you have requested a specific advisor, it will be taken into consideration, however, we cannot guarantee you will be assigned to the advisor you have requested. The advisor is almost always a person whose area of expertise falls within the primary topics explored in your Study in Depth. The College reserves the right to find an advisor that has the best-matched background to the topic you have chosen. The College may be able to pair you with your requested faculty member, however, you should not assume the requested faculty member will be your advisor until formally notified by the College.
You will be notified once a faculty member has agreed to be your advisor. The advisor may expect an expanded proposal or outline of the Study for review very early, and will make suggestions and recommendations for improvement. A general plan or outline of your Study in Depth is then approved by the advisor prior to your detailed research and preparation of the project.
A NOTE ABOUT FACULTY: Some faculty may be more directive than others in their guidance and expectations for your SID. If you feel uncertain about any guideline or expectation, you should contact your faculty member for more information.
Timelines
When your paper is substantially prepared with benefit of advisement, there will be time prior to graduation to do necessary revisions. Even with benefit of advising, you should allow time and be prepared to write several drafts of the paper before final approval.
To meet deadlines for specific graduation dates, the Study in Depth must be completed, approved by the faculty advisor, and a final, corrected copy signed by the faculty advisor must then be presented to the College at least two weeks prior to your anticipated graduation date. Final copy should come to the College from the advisor.
Guidelines
As you pursue your project, keep in mind the following general guidelines.
1.) Type of Project: The topic must have relevance to liberal studies and should combine both your individual initiative and your knowledge acquired In the BA LS program. The Study in Depth may be a library or original research project, usually on a specialized subject, or it may consist of the preparation of a creative work in literature or the arts. The BLS Study in Depth advisor assigned will have special interest and expertise in the topic you wish to explore.
2.) Definition and Methods: Since there is no rigid format for the Study in Depth, you will need to consult with your advisor in establishing the definition and methods for your individual project. Within these guidelines and with your advisor's assistance, you should find many opportunities for setting up a project and an approach that will appeal to you. Whatever the approach, keep in mind the need for interdisciplinary thinking.
3.) Materials and Substance: The length of the paper and the treatment of the subject may vary considerably, but a research paper should be based upon substantial, scholarly and current resource materials. In other words the Study should reflect the current state of knowledge about the topic. Generally, a research paper submitted for this degree requirement should range between thirty and fifty (30-50) pages of text (double spaced, 12 pt. type, one-inch margins all sides). References, tables of contents, and figures or other visual aids necessary to communicate the topic are in addition to the text. A creative work is expected to be accompanied by a narrative outlining the background and preparation of the work and indicating the relevance of the work to liberal studies.
4.) Handling Information and Data: If your project includes gathering original data or information not in print, you should discuss your methods carefully with your advisor. You will need to become familiar with methods of collecting data so any conclusions you present will be based on reliable samples, which are necessary for accurate, valid judgments. You may also need to include in your paper an explanation of methods you have used, perhaps along with charts or tables to illustrate and support your conclusions. Your advisor can help you work out methods and format.
5.) Research and Writing Method and Format: If you and your advisor agree on a project based on library research, you will need to know general methods of research and accepted standards for preparing a research paper. There are many books available on this topic that can help you. Some currently available (2003) are listed below. Most of these will be available in bookstores in their current edition and are revised periodically. Your advisor will outline and approve the format which is preferred in the area of your project.
While the above books include information on research methods, they also include suggestions for methods for gathering material, examples of how to incorporate research materials into your paper, and detailed instruction on forms of footnoting and bibliography in the humanities and sciences. A small and inexpensive but excellent work aiming primarily at writing style is:
More specialized guides that may be desirable for the different areas are:
Certain methods of research are common to all fields. As a rule, you should begin by consulting bibliographies or review papers to determine what has already been published relating to your topic. This step will help you to clarify your ideas, define the approach you wish to take, and avoid needless duplication. Your advisor will be able to suggest some starting places.
6.) Documentation and Citation -- In any kind of research project, the importance of keeping careful records cannot be overemphasized. All research papers require documentation in the form of reference citations in the text and bibliographic listings of references cited indicating sources for your material. Only through careful documentation can you indicate which ideas have been suggested by your research sources and which are your own. A paper that does not make this clear is in danger of drifting into the area of plagiarism, a major form of academic misconduct. Be sure to refer to the statement “ON PLAGIARISM AND CREDIT” in your study guide.
7.) Good Writing -- You are expected to prepare a well organized and well written paper. As a prose form, the research paper follows the standards of good writing, but it is generally more formal than a critique or an original essay. This does not mean it must be labored, stiff, or fussy in its style and language. It does mean you should pay particular attention to your prose style so it is not only correct but indicates a certain confidence and mastery. Careless or incorrect writing does not support your reader’s confidence in your research abilities or in your knowledge and authority of your subject. Plan on doing multiple revisions yourself. Have a friend or family member who is a good reader/writer read and critique your work before initial submission. Then your supervisor may edit and require further revision. As one teacher so aptly put it, “There is no such thing as good writing. There is only good rewriting.”
8.) Original Thought -- Finally, you should remember even a paper based on substantial research requires originality. A research paper demands your own ideas and interpretations. It also demands your evaluation and judgment concerning resource materials you have gathered. You should keep in mind appearance in print does not necessarily guarantee truth, or even accuracy. You must exercise your own critical judgment and draw on your own experience in a research project as in any other learning endeavor.
9.) Plagiarism: the representation of the words or ideas of another as one's own, including:
A Capstone Experience
The Study in Depth, because it is a unique and individual project, can be one of your most rewarding experiences in the BLS program. It is the capstone of your BLS learning experience as it provides a golden opportunity for you to use and display the skills and knowledge you have acquired.
Study In Depth Outlines – Examples
The following examples are taken from studies written by recent BLS graduates. The purpose of these examples is to suggest how the writers narrowed their general topic to a specific thesis, organized supporting or explanatory ideas into a logical outline, and chose general and specific reference works of different types to research the topic.
Example 1
General Topic: Stress in Family Social Situations
Specific Topic: The effects of distress on families and some principles for coping with such stress.
Thesis: “The aim of this paper is to survey how psychological distress affects the average, middle-class American Family.” The different sections “will give a brief overview of human stress in relation to the familial society ... narrow the focus to how stress influences the area of marriage, the role of parenting, and the youth within the family society.” Those sections will also “explore possible coping techniques available to families in their ceaseless battle with stressful life events.”
Outline of Main Divisions:
I. Introduction
II. Stress and its Effects on the American Family
III. Family Stress in the Role of Marriage
IV. Stresses of Parenting
V. The Stress of Being a Child
VI. Some Basic Coping Mechanisms for the Family
VII. Conclusion.
Samples of References Cited:
Altshuler, J. L., & Ruble, D. N. (1989). Developmental changes in children’s awareness of strategies for coping with uncontrollable stress. Child Development, 60, 1337-1389.
Booth, A. & Amato, P. (1991). Divorce and Psychological stress. Journal of Health and Social Behavior, 32, 396-407.
Moller, A T.& Van Zyl, P.D. (1991). Relationship beliefs, interpersonal perception, and marital adjustment. Journal of Clinical Psychology, 59, 28-33.
Meier, P. D. , Ninirth, F.B., & Wichern, F. (1982). Introduction to Psychology and Counseling. Grand Rapids, Michigan: Baker Book House.
(References in APA -- American Psychological Association -- Format)
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Example 2
General Topic: Multiple Sclerosis: The Disease and Its Consequences.
Specific Topic: Description of the biology and pathology of multiple sclerosis and its effect on individuals and their families.
Thesis: In this paper the author begins with the medical history of his mother’s development of multiple sclerosis. From this he explores the history and current state of knowledge of the biological, pathological, and causal factors of the disease, current treatment, and the psychosocial and economic effects of the disease.
I. Introduction
II. Multiple Sclerosis
A. History
B. Description
C. Autoimmune Disease
D. Clinical Features
E. Pathology
F. Etiology
G. Epidemiology
H. Course and Prognosis
I. Treatment
III. Psychosocial Issues
IV. Economic Implications
V. Conclusion
Samples of References Cited:
Cutler, Robert W.P. 1993. Demyelinating disease. (3): 1-3. In: E. Rubensetein and D.D. Federman (eds.) Scientific American Medicine. New York: Scientific American, Inc.
Fredrickson, Sten and Slavenka Kam-Hansen. 1989. The 150-year anniversary of multiple sclerosis: does its early history give an etiological clue? Perspectives in Biology and Medicine, 32: 237-243.
Gobbems, Ian. 1991. Autonomic nervous system. 1: 535-550. In R. Dulbecco (ed.) The Encyclopedia of Human Biology. San Diego, CA: Academic Press, Inc.
Goodin, Doug S. 1991. The use of immunosuppressive agents in the treatments of multiple sclerosis: a critical review. Neurology, 41: 980-985.
Paty, D.W. and D.K. Li. 1993. Interferon beta --1b is effective in relapsing-remitting multiple sclerosis. Neurology, 43: 662-667.
(References in modified CBE -- Council of Biological Editors -- format).
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Example 3
General Topic: Feminist Theology/Thealogy
Specific Topic: Responses to the challenge that feminism presents to Western religious tradition.
Thesis: Attempts to formulate religious structures meaningful to women conscious of the affront presented to feminism by patriarchal structures inherent in the Judeo-Christian tradition are many and diverse. These initiatives range from reinterpretation of traditional texts and contemporary practices to their rejection in favor of alternative forms of spiritual expression.
Main Divisions:
I. Introduction
II. Background
III. Some areas of general concern
IV. Some areas where opinions diverge
V. Responses to the challenge
VI. Implications of feminist theology for areas other than religion.
VII. Summary.
Samples of Works Cited:
Chopp, Rebecca S. The Power to Speak: Feminism, Language, God. New York: Crossroad, 1991.
Gilman, Charlotte Perkins. His Religion and Hers. 1923. Westport: Hypaerion, 1976.
Prusak, Bernard P. “Women: Seductive Siren and Source of Sin?: Pseudepigraphical Myth and Christian Origins.” Religion and Sexism: Images of Woman in the Jewish and Christian Traditions. Ed. Rosemary Radford Ruether. New York: Simon and Schuster, 1974. (Note, inclusive page numbers of the article should be listed here).
Reuther, Rosemary Radford. New Woman, New Earth. New York: Seabury, 1975.
Sexism and God-Talk. Boston: Beacon Press, 1983.
(References in MLA -- Modern Language Association -- format)
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(NOTE: The following section is included in the SID curriculum to give you, the student, an idea of how faculty will grade your work and progress in the SID.)
General purpose of the Study in Depth
The Study in Depth is the final, culminating experience for students in the Liberal Studies undergraduate degree program. The dominant philosophy in this program is that various disciplines and areas of study are linked and can shed light on each other by being studied in an integrated manner. This theme has been reflected in the students’ earlier work in independent study and in the seminars. The study in depth, then, is an opportunity for students to learn how to engage in a substantial, interdisciplinary research project of their own, one that reflects the same kind of learning they have encountered in their earlier studies in this program.
Sequence of Events
Although each student and research project is somewhat different, students will generally work their way through the study in depth in the following sequence:
1. Formulation of a topic – Students begin thinking about an SID topic early in the program. They complete a Study In Depth prospectus course, during which they may prepare a practice outline and proposal.
2. Submission of a Study in Depth Proposal – The student must submit a formal proposal that identifies the research project they have in mind. Based on the information in this proposal, the Associate Dean and staff will assign a faculty member to supervise this study.
3. Refinement of the Proposal – Once a faculty member has been assigned, they work with the student as necessary to expand and/or refine the proposal. This in essence constitutes the beginning of the research project, or at least that portion that is being done under official supervision.
4. Conducting the study – At this stage, the student actually does the research and begins writing the study in depth. During this phase, the faculty advisor will need to make sure the student is doing sufficient background research, drawing appropriate conclusions, writing the study in depth in a proper fashion, etc.
5. Final approval of the study in depth – The faculty member is the one who gives final approval that the study in depth meets all the criteria for a College of Liberal Studies study in depth (see below).
Your Role as Study in Depth Advisor
In general, the role of the faculty advisor is to (a) guide the student through the process of learning how to engage in this kind of interdisciplinary research and how to write it up properly, and (b) to ensure that the final document meets the College’s criteria as stated below.
Criteria for Evaluating the Study in Depth
For each study in depth to be a high quality product, it should meet the following criteria. The students have been given information about these criteria in their guidelines for the study in depth. The faculty advisor should help students achieve these goals, but must also ensure that they have been met.
Interdisciplinary Thinking – the study in depth should make specific reference to the thinking and research in two or more disciplines related to this topic. For this to occur, the student needs to identify as early as possible which set of disciplines or areas of study address important aspects of this particular study.
Sources of Information Used – The study in depth should be based on:
Analysis and Synthesis – The text of the study in depth should:
Quality of Writing – The study in depth should be characterized by:
Overall – In general the student should strive to write a study in depth that:
General Format of the final study in depth – Once written, the study in depth should be “packaged” in an appropriate way. This simply means that each study in depth should have:
Checklist
In the belief that a simple checklist might help the faculty member be sure that the student is doing all the necessary things at the appropriate time, we have developed the following list for the faculty member’s use. The various steps had been sorted into those that should be accomplished (a) near the beginning of the project (b) those in the middle when the analysis and writing are being done, and (c) those near the end when the project is being completed.
Beginning
1. Topic: Is it big enough to be interesting and limited enough to be feasible?
2. Question: Is the question to be answered clearly formulated and stated?
3. Method of inquiry: Are the methods and procedures for studying this topic clearly formulated?
4. Interdisciplinary: Has the person identified two or more disciplines or areas of study that can be brought to bear on this topic?
5. Sources of information:
Middle
1. Analysis and synthesis:
2. Quality of writing:
End
1. Follow-up review:
2. Overall:
3. Final format of the paper:
