BACHELOR OF LIBERAL STUDIES
Study
in Depth Guidelines and Proposal Information
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: • Carefully consider your Study in Depth proposal ideas. Keep in mind the
proposal will generally need modification when you begin to work with your
faculty advisor and do research on the topic. Do not begin the actual writing
process until you and your assigned advisor have agreed on a final proposal. • Prepare your Study in Depth proposal as a typed, five page
document. LSTD 3953 helped you
prepare for enrolling in LSTD 4953.
However, seldom will the proposal you developed in LSTD 3953, be the
same as the proposal for LSTD 4953.
The 3953 proposal was a learning and practice activity. You may either 1) send
your proposal as an e-mail attachment (Microsoft Word) to the Associate Dean,
Trent Gabert at: tgabert@ou.edu and a
copy to: lblanton@ou.edu and we ask that you include on the
subject line of your e-mail: Study in Depth – Your Last Name (example: Study
in Depth – Gabert)
or 2) send two copies via regular mail to the College. The proposal should arrive in the CLS
office no later than the first day of the semester you expect to graduate. • On your typed proposal, provide the bold-faced material below followed
by your response to the questions. Study in Depth Proposal Format
1.)
Name and Address: 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 BLS 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 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 BLS 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. · Anson, Christopher, et al. The Longman Writer’s Companion (most recent edition). The Longman Writer’s Companion provides information on basic writing skills, effective research techniques, and information on several different writing styles. ·
Johnson, Jean. The
·
Turabian, Kate.
L. A Manual For
Writers of Term Papers, Theses and Dissertations, (most recent edition). ·
Ebbitt, Wilma
R. and David R. Ebbitt, Writer's Guide and Index to English, (most recent edition), by
Harper Collins, is a somewhat more expensive general guide. ·
Behrens, Laurence, et al. Writing and 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: • Strunk, William, Jr. and E. B. White. The Elements of Style (most recent edition). Macmillan Publishing Co. More specialized guides that may be desirable for the different areas
are: • Humanities: Gibaldi, Joseph and
Walter S. Achtert. MLA Handbook for Writers of Research Papers, (most recent edition). Modern Language
Association. • Social Sciences: Publication
Manual of the American Psychological Association, (most recent edition).
American Psychological Association, • Natural Sciences: CBE Style Manual
Committee. CBE Style Manual, (most recent
edition). Council of Biology Editors,
Inc. 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. §
The bibliographic format should be accurate and
complete so a reader can easily locate the reference source you are citing.
Examples of reference citation forms are included in the manuals listed
above, as well as in the example references below. At one time footnotes were
commonly used to cite references. At this time footnotes for references are
rarely used. Instead, end notes or citations in the text (e.g. author's name,
year of publication) allow the reader to go to the end of the paper to locate
the information about the source. §
Citation of references alone does not ensure you
have avoided plagiarism. When you incorporate resource materials into your
paper, you must clearly indicate which
ideas you are drawing from other sources. You must always give credit to your source through the careful
introduction of resource materials as well as by citations. This is necessary
whether you are quoting exactly or simply paraphrasing another person's ideas
in your own words. 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. (References in APA -- American
Psychological Association -- Format) ### 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. 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. 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). ### 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. Gilman, Charlotte Perkins. His
Religion and Hers. 1923. 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.
Reuther, Rosemary Radford. New
Woman, New Earth. Sexism and God-Talk. (References in MLA -- Modern
Language Association -- format) ### (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.)
Faculty Guidelines
for Supervising a Study in Depth 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 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.
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